LEVERAGING COMPETENCY- BASED EDUCATION AND DIRECT ASSESSMENT TO ADVANCE MIDWIFERY EDUCATION

Transcription

1 LEVERAGING COMPETENCY- BASED EDUCATION AND DIRECT ASSESSMENT TO ADVANCE MIDWIFERY EDUCATION Presented by Dr. Charla Long US MERA Direct Assessment Task Force Webinar

2 Learning Objectives Define and describe competency-based education; Explain the CBE movement in the U.S., including the reasons for its bipartisan support; Differentiate between and articulate the pros and cons of credit-hour and direct assessment models; and Visualize how CBE and a direct assessment model can be leveraged by midwifery educators.

3 WHAT IS COMPETENCY-BASED EDUCATION (CBE)? US MERA Direct Assessment Task Force Webinar

4 What are Competencies? Knowledge Skills Ability Attitude Every workplace role, profession and academic discipline, is, at the simplest level, a collection of competencies. Every role has a unique competency combination. Every role requires different levels of competence. The focus is on what is needed to be successful in that role.

5 Competency Example Midwives provide high quality, culturally sensitive care during labor, conduct a clean and safe birth and handle selected emergency situations to maximize the health of women and their newborns. Knowledge: Physiology of first, second and third stages of labor Skill: Perform a complete abdominal assessment for fetal position and descent Ability: Perform vacuum extraction

6 What is CBE? Pedagogical approach Time is variable, learning is fixed Flexible, self-paced approach Demonstration of learning Mastery or proficiency of standard, consistent behaviors Rigorous assessments Focused on the student journey May be alternative to credit-hour system

7 More CBE Definitions Competency-based education (CBE) is focused on actual student learning, and the application of that learning, rather than time spent in class/on material. Learners progress is measured when they demonstrate their competence through a system of rigorous assessments, meaning they prove they have mastered the knowledge and skills, required for a particular competency or area of study.

8 UNDERSTANDING THE NATIONAL CBE MOVEMENT US MERA Direct Assessment Task Force Webinar

9 Higher Education Today General education and major fields of study Composition of courses Learning outcomes Fixed time periods for coursework Know what you know when time runs out Faculty variability Learning materials and activities Assessments D stands for Does It

10 The Need to Be First Percentage of jobs requiring postsecondary education has doubled over last 40 years. In 1970, rough ¾ of middle class had H.S. diploma. By 2007, decreased to less than 40%. In 1990, U.S. 1 st in the world for completion. Today, ranked 12 th. ½ of children from high income families have bachelor s degree by 25, while only 1 in 10 for low-income.

11 Employers Seeking Solutions Spend $126 billion on T&D or $1,200 per employee Another $20 billion on tuition reimbursement Yet, employers report dissatisfaction Only 7% believe higher education does excellent job in preparing students for the workplace 84% say underprepared for the workplace

12 The Movement s Origins Meeting President Obama s 2020 College Completion Goal (2011) Increase U.S. college degree attainment from 40 to 60% 10 million additional Americans Keys: Access and affordability; quality and completion Lumina s Big Goal 60% of Americans to possess post-secondary credentialing by 2025 Bill and Melinda Gates Foundation Mozilla Open Badge Program Countless programs like Breakthrough Models Incubator and National Research & Shared Practices project Cracking the Credit Hour by Amy Laitinen

13 SNHU was Catalyst Saving Higher Education (2012) SNHU President s Letter (Jan. 31, 2013) College for America Flips the relationship - lets time be variable, learning welldefined, fixed, and non-negotiable 120 Can Do Competency Statements Dear Colleague Letter from DOE (March 19, 2013) Direct assessment of student learning in lieu of measuring student learning in credit hours or clock hours may qualify for federal financial aid

14 Key Quote Competency-based approaches to education have the potential for assuring the quality and extent of learning, shortening the time to degree/ certificate completion, developing stackable credentials that ease student transitions between school and work, and reducing the overall cost of education. ~Dear Colleague Letter, DOE, March 19, 2013

15 Today s Broad Support Base U.S. Department of Education First in the World Grants Experimental sites Congressional Support Bi-partisan interest in CBE Senator Lamar Alexander (R-TN) Higher Education Reauthorization Competency-Based Education Network 34 pioneer institutional members Foundations and Higher Ed Organizations

16 CBE & The Iron Triangle Cost Access Quality

17 Organizational Engagement

18 Who s Engaged?

19 COURSE-BASED VS. DIRECT ASSESSMENT MODELS US MERA Direct Assessment Task Force Webinar

20 Wide Range of Models Nationally Course-based, integrates discrete competencies into a credit bearing course(s) CBE Framework Continuum No courses, no credit hours, know competencies, receive credential Learning measured by seat time and teachercreated assessments Learning measured by direct assessment standardized tools

21 Design Decisions THIS Credit hour Deconstruct/Reconstruct Traditional Faculty Role Textbooks, Prescribed Readings Flexible Sequencing Formative Assessment On-ground Learning Existing Structure OR OR OR OR OR OR OR OR THAT Direct Assessment Build from Ground Up Unbundled Faculty Role Open Educational Resources Scaffolded Learning Summative Assessment Online Learning Separate Entity OR, something in between?

22 Direct Assessment Defined Feds: An instructional program that, in lieu of credit hours or clock hours as a measure of student learning, utilizes direct assessment of student learning, or recognizes the direct assessment of student learning by others. The assessment must be consistent with the accreditation of the institution or program utilizing the results of the assessment.

23 Direct Assessment Further Defined Direct assessment of student learning means a measure by the institution of what a student knows and can do in terms of the body of knowledge making up the educational program. These measures provide evidence that a student has command of a specific subject, content area, or skill or that the student demonstrates a specific quality such as creativity, analysis or synthesis associated with the subject matter of the program. Examples of direct measures include projects, papers, examinations, presentations, performances, and portfolios.

24 Direct Assessment and Financial Aid Must apply for approval from the US Department of Education Specify the equivalent number of credit or clock hours for a direct assessment Explain how equivalent number of credit or clock hours for the program were Demonstrate that its institutional accrediting agency has reviewed and approved its offering of the direct assessment program. May use learning resources (e.g., courses or portions of courses) that are provided by entities Funds may be awarded only for learning that results from instruction provided, or overseen, by the institution.

25 Why Course-Based Approach? PROS Familiar to and accepted by faculty, students, and other institutions The currency (credit hours) is established Ease of transferability Aligns with financial aid system CONS Doesn t fit neatly into course framework Flexibility lacking Challenging to move at own pace

26 Why Direct Assessment Approach? PROS Truly focused demonstration of learning Opens the door more widely to new entrants Freed from time constraints Does not matter how student learned material CONS Radical shift Pioneers have heavy lift Reengineer all systems and processes

27 BACKWARD DESIGN OF A CBE MIDWIFERY PROGRAM US MERA Direct Assessment Task Force Webinar

28 It All Starts with

29 This student can do What claims for learning are being made? Claims/competencies framed as can do statements Looking for the student s performance ability Claims have been clearly articulated upfront Claims are relevant, valid, valued, and appropriate therefore, a midwife.

30 Competency Example Midwives provide high quality, culturally sensitive care during labor, conduct a clean and safe birth and handle selected emergency situations to maximize the health of women and their newborns. Knowledge: Physiology of first, second and third stages of labor Skill: Perform a complete abdominal assessment for fetal position and descent Ability: Perform vacuum extraction

31 Competencies as Can Do I can provide high quality, culturally sensitive care during labor. I can conduct a clean and safe birth. I can handle selected emergency situations to maximize the health of women and their newborns. I can identify the first, second and third stages of labor, based on physiology. I can perform a complete abdominal assessment for fetal position and descent. I can perform a vacuum extraction.

32 Then, it s about

33 Assessment of Learning KEY QUESTION: How do you know student can do what you claim they can do? Create and utilize consistent assessments OTHER QUESTIONS How has the reliability of the assessment been established? Does the assessment actually cover the domain it s suppose to measure? Does it predict the ability to perform outside the assessment? Can student currently do the performance being assessed? Who created, what are their qualifications, etc.?

34 Start With The End In Mind What claim do we make? Student can identify the first, second and third stages of labor, based on physiology How will we assess? Simulation Student will participate in a virtual simulation where the stages of labor must be properly identified. Clinical Observation Student will engage with women in labor and be observed consistently identifying the states of labor Written Exam Student will be able to recall the normal functions which should occur at the various phases of labor.

35 Consistent, Well-Defined Rubrics

36 Learning Activities Competencies Assessments Learning Activities

37 How Do We Teach The Competencies? Design by competency What are the learning activities that would facilitate the demonstration of the competency? Utilize technology in the delivery of the content Adaptive learning Flipped classroom, online learning Mobile-ready Open education resources

38 How Do We Teach The Competencies? What claim do we make? How will we assess? How will we teach? Student can identify the first, second and third stages of labor, based on physiology Simulation Student will participate in a virtual simulation where the stages of labor must be properly identified. Clinical Observation Student will engage with women in labor and be observed consistently identifying the states of labor Written Exam Student will be able to recall the normal functions which should occur at the various phases of labor. Reading assignment on the physiology of labor Watch video series: The Stages of Labor Interaction with dummies or actual patients Practice activities to properly identify stage

39 MIDWIFERY AND CBE: A VISION FOR CONSIDERATION US MERA Direct Assessment Task Force Webinar

40 Just Imagine No shortages of qualified midwifery professionals Increased access to qualified midwives Greater diversity in midwives and in those they serve Congruence between different standards, credentials, accrediting bodies, and providers of educational content

41 Consistent Assessments by Competency Assessments designed by multi-institutional team Assessments reviewed and approved by accreditors and academic institutions Multiple approved assessments by competency Transparent assessment process and scoring Aligned to college credit Institutions/Entities agree to serve assessment center site

42 Establishment of Assessment Centers Students go to one of the centers in the U.S.

43 Assessment Process Entrance assessment based on what they know and can demonstrate Credit for what they know and can do Assign level of mastery Customized learning plan tailored to their gaps Microcredentials awarded for what they know

44 Stackable, Microcredential Eco-System Badges are recognized by academic institutions for credit or competency recognition

45 Consistent Development Institutions could offer competency development modules online Students receive support and mentorship in role Robust engagement with faculty through assessment center

46 Mind Racing with Thoughts?