UW Flexible Option Competency-Based Learning Model

Transcription

1 UW Flexible Option Competency-Based Learning Model Darci L. Lammers, PhD, Senior Instructional Designer Continuing Education, Outreach, and e-learning, UW-Extension Presented at the Ohio Department of Education Board of Trustees Conference, 2016

2 Competency-Based Assessments are: Authentic measures of mastery in a given domain Self-diagnostic tools for learners

3 Competency-Based Assessments are not: Measures of proficiency for a specific class Dependent on one set of materials Tools that help faculty decide what to teach

4 Assessment Activities define the activities (writing a paper, taking a paper-pencil exam, doing a role-play interview, being observed in a clinical setting, etc.) that we expect students to engage in to demonstrate their learning and be evaluated. These activities will also take place in specified settings (online, in person, etc.) These activities will be evaluated using the method that is the most appropriate (grading the exam, using a rubric to evaluate a paper or clinical observation, etc.).

5 Our Approach: The Hierarchy Program Competencies Assessment Competencies Outcomes

6 Program Competencies High level and general Unlikely to change 10 to 20 per program or certificate

7 Example Apply the fundamental principles of the selling process to various contexts

8 Assessment Competencies Determine what is assessed May change over time Communicates what skills student has mastered Typically 1 to 7 nested beneath each program competency

9 Example Apply the fundamental principles of the selling process to various contexts Explain the role of the selling process in the marketing mix

10 Outcomes Explains how students will demonstrate mastery Informs students regarding how to prepare Likely to change over time Typically 3 to 7 are typically nested beneath each assessment competency

11 Example: Complete Hierarchy Apply the fundamental principles of the selling process to various contexts Explain the role of the selling process in the marketing mix 1. Describe stimulus response selling 2. Describe mental states selling 3. Describe consultative selling 4. Explain the 5 steps in the buying process 5. Explain SPIN selling structures 6. Explain ADAPT selling structures 7. Explain the 4 sales communications formats

12 Three Stages of Development Stage 1: Initial Planning Stage 2: First Draft and Feedback Stage 3: Additional Drafts

13 8 Assessment Considerations Alignment Cognitive Complexity Authenticity Fairness Consistency Fitness for Self- Assessment Transparency Usability

14 Stage 1: Initial Planning Usability Stage 2: First Draft Alignment Cognitive Complexity Fairness Authenticity Stage 3: Additional Drafts Consistency Transparency Fitness for Self-Assessment

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16 Stage 1: Initial Planning

17 Stage 1 Assessment Considerations Usability

18 Goals and Decisions Goals Identify assessment methods List of all assessment and supporting materials to create Considerations: Assessment methods? Number of questions or tasks per assessment? Number of attempts? Rubrics needed? Practice assessments needed?

19 Choosing an Assessment Type Select the type of item that is most appropriate for each competency. This will depend on: The specified content knowledge; and The delineated process(es) and/or skill(s). Creating Evaluating Analyzing Applying Understanding Remembering

20 Considerations Maintenance Technology Grading effort Creation effort Scalability

21 Stage 2: First Draft and Feedback

22 Stage 2 Assessment Considerations Alignment Cognitive Complexity Authenticity Fairness

23 Goals and Decisions Goals Create first drafts of assessments and supporting materials Considerations Assessments: Measure competencies? Appropriately require more than memorization? Mimic professional thought and practice? Accessible to students of different locations, financial statuses, languages, cultures?

24 Supporting Materials Rubrics Practice assessments Learning resources

25 Stage 3: Additional Drafts

26 Stage 3 Assessment Considerations Consistency Fitness for Self- Assessment Transparency

27 Goals and Decisions Goals Create final drafts Finalize rubrics, practice assessments Finalize grading scheme Considerations: Consistent grading across graders and time? Students can assess readiness for evaluated assessment? Students can see clear expectation information before assessments?

28 Details, Details, Details Minimum mastery scores Grading method, weighting, turnaround times Time limits Allowed resources Multiple attempts / resubmissions Rubrics Practice assessments

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30 Resources Baartman, L. K. J., Bastiaens, T. J., Kirschner, P. A., & van der Vleuten, C. P. M. (2006). The wheel of competency assessment: Presenting quality criteria for competency assessment programs. Studies in Educational Evaluation, 32, Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). Berkshire, England: Open University Press. Burton, S., Sudweeks, R., Merrill, P., & Wood, B. (1991). How to prepare better multiple-choice test items: Guidelines for university faculty. Brigham Young University Testing Services and the Department of Instructional Science. Competency-Based Education: What It Is, How It s Different, and Why It Matters to You (2014) Retrieved June 11, 2014, from Dochy, F. J. R. C., Moerkerke, G., & Martens, R. (1996). Integrating assessment, learning and instruction: Assessment of domain-specific and domain-transcending prior knowledge and progress. Studies in Educational Evaluation, 22,

31 Resources Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), Laitinen A. (2012). Cracking the credit hour. Retrieved June 11, 2014, from Olfos, R. (2007). Reliability and Validity of Authentic Assessment in a Web Based Course. Educational Technology & Society, 10(4), Sweller, J., Van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review, 10, UCLA Office of Instructional Development (2013). Assessment. Retrieved from

32 Resources Webb, N. L. (1997). Criteria for Alignment of Expectations and Assessments in Mathematics and Science Education. National Institute for Science Education (NISE) Publications. Webb, N. (1999). Alignment of science and mathematics standards and assessments in four states. National Institute for Science Education (NISE) Publications. Wiggins G. (1993). Authenticity, context, and validity. Phi Delta Kappa International, 75(3),