Competency-based, Performance- based, Direct-assessment: What’s in a Name? Beth Castiglia, Ph. D....
-
Upload
bruno-wilkins -
Category
Documents
-
view
213 -
download
0
Transcript of Competency-based, Performance- based, Direct-assessment: What’s in a Name? Beth Castiglia, Ph. D....
Competency-based, Performance-based, Direct-assessment: What’s in a Name?
Beth Castiglia, Ph. D.Dean, Larry L. Luing School of Business, Berkeley College
Conceptual FrameworkInnovation
Drivers
◦ Disruptive innovation
◦ Mass customization
◦ Consumer mentality
Implications of “breaking the credit hour”
◦Workload◦Units of learning
◦Resource allocation
◦Salary structures
◦Financial aid◦Transfer policies
◦Degree definitions
How we got here
Cost of higher education
◦Increase of 429% over past two decades
◦Cost disease◦Competitive arms race◦Inability to leverage technology
Changing student population
Nontraditional is the new traditional
1 in 5 people in the US have some college credit but no degree
80% of US institutions are nonselective
Slow pace of changeHow much difference is a
classroom today from one 70 years ago?
◦Single faculty member dispensing “knowledge”
◦Learning measured by completing a course
◦Students expect to spend approximately 4 years earning degrees
Higher Education in the PressGovernment regulators demand
accountability
2013 Obama’s domestic policy plan:
“…Consider value, affordability, and student outcomes in making determinations about which colleges and universities receive access to federal student aid…”
Change is coming.
But how will we get there?
Unbundling of InstructionWhat do colleges do?
◦Provide content knowledge
◦Help students develop skills
◦Provide socialization
◦Provide degrees from accredited institutions
Content knowledge Reformation similarities
Internet
Colleges and Universities do not have a monopoly on dispensing knowledge
Skills developmentTechnological enhancements
Scaffolding
Adaptive learning
Self-paced learning
Socialization--
Accreditation
Determines value of degree
Determines Title IV eligibility
Competency-based education became popularized when the Department of Education first allowed such programs to be accredited in Spring 2013.
Some distinctions
Competency-based
Performance-based
Direct assessment
Competency-based
Still “map” assessments to course equivalencies
Instead of measuring progress based on time, award credit based on demonstration of skills learned.
ExamplesWestern Governor’s University
University of Wisconsin Flexible Option
Northern Arizona University’s Personalized Learning
Performance-based
K-12 model initiated in the 1980s
Developed in response to early calls for accountability
Direct assessment
Federal definition: … “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.”
Examples
Southern New Hampshire University’s College for America
Capella University’s FlexPath program
Direct assessment programs feature:
No traditional coursesNo teaching professorsNo gradesNo deadlinesNo credit hour requirements
Landmarks in Direct Assessment
2005: Higher Education Reconciliation Act (HERA) opened the door for college’s to participate in federal financial aid programs by directly assessing student outcomes without consideration of time spent in a classroom
Landmarks in Direct Assessment
2006: Regulations published defining direct assessment and outlining the procedures and requirements for an institution that offers such programs to use Title IV funds
Landmarks in Direct Assessment
July 31, 2014: DOE publishes Federal Register notice inviting institutions to apply to participate in one or more of four experiments under the Department’s “Experimental Sites Initiative”
Landmarks in Direct AssessmentDecember 19, 2014: DOE
publishes a follow up letter:
◦Subject: Competency Based Education Programs – Questions and Answers
◦ “We have received numerous questions regarding the requirements of providing Title IV, HEA student assistance to students enrolled in competency based educational programs”
Questions addressed
What makes a CBE program different from traditional academic programs?
Are there differences between credit hour CBE and direct assessment programs?
An example: College for America(Southern New Hampshire University)
No courses120 competencies defined by rubricsMastery demonstrated by completion
of tasks that are assessed by faculty reviewers
Students begin a competency at any level
$2,500/yearAccredited by NEASC
What all CBE programs have in common:
They provide the student with the opportunity to demonstrate knowledge.
Where we are
Lumina Foundation- Competency-Based Education Network (C-BEN)
Bill & Melinda Gates Foundation
Accreditation Issues
Accreditors faced with assessing learning in increasingly disaggregated and highly complex educational institutions.
Accreditors need to think about their relationship with innovation.
Further questionsShould there be multiple levels of
accreditation for institutions, programs, courses, competencies…?
Might there ultimately be two paths to accreditation: the traditional institutional one and the CBE one?
ConclusionCompetency-based education
tied to credit hours is (relatively) easy to understand by both insiders and the public.
Direct assessment is much more difficult (albeit “purer”) to sell on campus – and to the DOE and accreditors.
Questions?