Competency-Based Learning Bibliography
Competency-Based Learning Bibliography
Newly Added Resources
2015
Competency Works is an online resource dedicated to providing
information and knowledge about competency education in the K-12
education system. Drawing on lessons learned by innovators and
early adopters, Competency Works shares original research,
knowledge and a variety of perspectives through an informative
blog with practitioner knowledge, policy advancements, papers on
emerging issues and a wiki with resources curated from across the
field. CompetencyWorks also offers a blog on competency education
in higher education so that the sectors can learn from each other
and begin to align systems across K-12, higher education and the
workplace.
Competency-Based Education Network
The Competency-Based Education Network is a group of colleges and
universities working together to address shared challenges to
designing, developing and scaling competency-based degree
programs. There are participating institutions from SREB states.
Does Competency Education Mean the Same Thing for K-12 and Higher
Education?
Chris Sturgis, Competency Works, June 19, 2014
There is lengthy discussion here, and they end with comments that
says there may be risks in talking about HE’s and K12’s
transition to competency education as one and the same. Certainly
both emphasize progress upon mastery. However, much of the drive
for change in HE is to reduce tuition costs, whereas in K12 it is
to personalize education so that all students get what they need
to succeed. Thus, the K12 focus is on cost-effectiveness, not
cost reduction. This may have large implications about what is
emphasized and how models develop. Furthermore, our efforts will
come to a grinding halt if we lead policymakers to assume that
they can reduce budgets in K12 competency education systems. We
can explore competency education in both sectors without
advancing the idea that they are the same thing.
Next Gen Higher Ed: Blended, Personalized &
Competency-based
Tom Vander Ark, Getting Smart, December 19, 2014
An increasing percentage of adults need to work while learning —
and keep learning to keep working. Fortunately, the postsecondary
landscape changing fast. Learning opportunities are becoming more
flexible and engaging, more tailored to individual learners, and
better linked to employment opportunities.
Demand is growing for postsecondary options that are:
Demand is growing for postsecondary options that are:
•Blended: combining online and face-to-face
learning options to optimize achievement and flexibility;
•Personalized: flexible pathways focused on real jobs with online and evening classes, digital resources, and real-time support for working adults;
•Flexible: continuous enrollment that starts when the learner is ready, along with self-paced options;
•Affordable: recognize prior credits/learning, potential for rapid progress, and inexpensive credits;
•Relevant: not a random series of theory courses but courses of study mapped to the competencies required for high demand jobs;
•Compelling: experienced instructors with real-world experience;
•Motivating: engaging experiences including team-based projects and real dialogue; and
•Updated: a modern web and mobile, fully social user experience.
•Personalized: flexible pathways focused on real jobs with online and evening classes, digital resources, and real-time support for working adults;
•Flexible: continuous enrollment that starts when the learner is ready, along with self-paced options;
•Affordable: recognize prior credits/learning, potential for rapid progress, and inexpensive credits;
•Relevant: not a random series of theory courses but courses of study mapped to the competencies required for high demand jobs;
•Compelling: experienced instructors with real-world experience;
•Motivating: engaging experiences including team-based projects and real dialogue; and
•Updated: a modern web and mobile, fully social user experience.
Vocab Lesson: “Competency-Based Learning”
Carri Schneider, Getting Smart, January 26, 2015
Schneider’s primary focus on “getting everyone on the same page,”
is a link to Achieve.
The new competency-based pathways communications toolkit and core messages from Achieve does such a great job of breaking down definitions and key messages that I couldn’t resist sharing them in full. The toolkit contains a step-by-step planning document for states, a useful set of FAQs (my favorite is the first one, “Why the need for change?”) and ideas for communicating success-stories, and additional worksheets and tools.
The new competency-based pathways communications toolkit and core messages from Achieve does such a great job of breaking down definitions and key messages that I couldn’t resist sharing them in full. The toolkit contains a step-by-step planning document for states, a useful set of FAQs (my favorite is the first one, “Why the need for change?”) and ideas for communicating success-stories, and additional worksheets and tools.
Definition: Competency/proficiency-based education helps prepare all K-12 students for college and career by ensuring that they proceed through course material at a pace that is right for them, rather than waiting for their peers to catch up or moving on without having fully mastered the material. Under this model, students learn one set of skills and knowledge within a subject area before advancing to the next set –rather than move on as part of a group whether or not they have learned the material.
Three key benefits of Competency-Based Learning from Achieve are:
•It is personalized, not “one size fits all”;
•It better prepares students;
•It is transparent.
•It better prepares students;
•It is transparent.
She expounds on each of these topics related to Competency-Based
Learning.
How State Policies Help or Hinder Competency-Based
Education
Tanya Roscoria, Center for Digital Education, June 8, 2015
A shift to learning by mastery can really go far with policy
support at the state level.
With competency-based education, schools are trying to reinvent the system. Instead of moving students ahead based on chronological age, they move along at the pace they learn best – quickly through concepts that are easy for them, and slower for concepts that are difficult. And they have to demonstrate that they understand those concepts and skills before they can move on.
With competency-based education, schools are trying to reinvent the system. Instead of moving students ahead based on chronological age, they move along at the pace they learn best – quickly through concepts that are easy for them, and slower for concepts that are difficult. And they have to demonstrate that they understand those concepts and skills before they can move on.
But it’s not quite that simple, as they often have to do it
within the confines of policies created for the traditional era
of schooling. And that’s a challenge for forward-thinking
education leaders.
“When you really start to innovate to personalize learning, those school leaders that are leading the change and pioneering new learning environments in competency education quickly start running into state regulations that a more traditional system has,” said iNACOL CEO Susan Patrick.
“When you really start to innovate to personalize learning, those school leaders that are leading the change and pioneering new learning environments in competency education quickly start running into state regulations that a more traditional system has,” said iNACOL CEO Susan Patrick.
Designing Assessments for Competency-Based Learning
Catherine Gewertz, Education Week, April 24, 2015
What would the testing experience be like if schools allowed
students to show what they know whenever they’re ready,
in a variety of ways that suit them, and in ways that are instructionally useful?
in a variety of ways that suit them, and in ways that are instructionally useful?
That vision is the subject of a new report that explores
assessment for competency-based pathways. The study,
Assessment to Support Competency-Based Pathways, by Achieve and the Center for Assessment, paints a picture of a
testing system that looks radically different from the one that dominates schools now, and offers guidelines to those
who want to design such a system.
Read how the report sums up the difference between traditional tests and those used in a competency-based setting.
Assessment to Support Competency-Based Pathways, by Achieve and the Center for Assessment, paints a picture of a
testing system that looks radically different from the one that dominates schools now, and offers guidelines to those
who want to design such a system.
Read how the report sums up the difference between traditional tests and those used in a competency-based setting.
A K-12 Federal Policy Framework for Competency Education:
Building Capacity for Systems Change
Maria Worthen, Lillian Pace, iNACOL, Competency Works, February
2014
It is time to move away from traditional assumptions about how
schools should look, how teachers should teach, and how students
should learn. These assumptions too often restrict learning to
physical buildings, bell schedules, credit hours, and static,
paper-based learning materials. Many of these assumptions are
further reinforced by federal, state, and local governments that
incorporate them through outdated compliance requirements and
funding structures.
Our education system must break free from these traditional views
so it can adequately prepare students for success in college,
career, and the global economy. Fortunately, a growing number of
districts and states have begun to think about the next step to
increase equity, rigor, and relevance in the system, increasing
achievement for students who have been underserved, and opening
new opportunities for advancement. Using college- and
career-ready standards as the foundation, these innovators
envision a system in which students master deeper, aligned
competencies that provide graduates with the skills to navigate
the demands of an increasingly dynamic global economy. Their
success rests heavily on federal adoption of a new
student-centered policy framework that will advance the growth of
competency education.
Hence, this paper provides guidance toward a new student-centered policy framework.
Hence, this paper provides guidance toward a new student-centered policy framework.
Note these three cooperative organizations: iNACOL, Knowledge Works, and Competency Works.
Competency Works is an online resource dedicated to providing information and knowledge about competency education in the K-12 education system.
Knowledge Works’ mission is delivering innovative education approaches and advancing aligned policies,
KnowledgeWorks activates and develops the capacity of communities and educators to imagine, build and sustain
vibrant learning ecosystems that allow each student to thrive.
Competency-Based Learning Bibliography
2013
Strengthening America’s Schools Act of 2013
Report of Committee on Health, Education, Labor, and Pensions,
U.S. Senate
Competency education was inserted in two places in this report.
Chris Sturgis (iNACOL, Competency Works)
provides guidance through the report’s 1,054 pages. For
example, the working definition of competency education is
inserted into Title 1, Part B: “Pathways to College” as a method
to improve secondary schools (Page 33). In Title IV: “Supporting
Successful, Well-Rounded Students,” the emergence of competency
education is recognized (among a list of special programs) with a
pilot for competency-based assessment and accountability (Page
51).
The
Future of Learning: Personalized, Adaptive, and
Competency-Based
Tom Vander Ark, Getting Smart, White Paper, 2013
Tom Vander Ark, CEO of Getting Smart, explains that we are living
through the most important change in how human beings access
information and educational opportunities—it may be bigger than
the printing press and it’s certainly happening faster. Promising
new models suggest that it is possible to serve more students
with excellence while improving working conditions for teachers.
Consider his explanations of competency-based learning and
adaptive learning. Included are:
– The reason technology is a valuable tool to implement the
Common Core
– Why “show what they know” is the best metric for evaluation, not seat-time or birthdate
– How Intelligent Adaptive Learning™ approximates human levels of coaching for ultimate personalized learning
– Why “show what they know” is the best metric for evaluation, not seat-time or birthdate
– How Intelligent Adaptive Learning™ approximates human levels of coaching for ultimate personalized learning
College for America — A New Exploration
College for
America
Southern New Hampshire University
Developed by the Southern New Hampshire University (SNHU)
Innovation Lab, College for America (CfA) is a competency-based,
self-paced, highly affordable online program that offers an
associate’s degree based on definable skills and measurable
results. It is the first and only program of its kind to be
approved by a regional accreditation agency and the first and
only program of its kind to be approved by the U. S. Department
of Education for Title IV financial aid support.
CfA delivers an innovative solution to the most pressing problems of cost, access and quality in higher education throughout the U.S. and around the world. CfA seeks to create a talent pipeline that addresses retention, succession and economic prosperity.
CfA delivers an innovative solution to the most pressing problems of cost, access and quality in higher education throughout the U.S. and around the world. CfA seeks to create a talent pipeline that addresses retention, succession and economic prosperity.
iNACOL’s Competency-based Education
This iNACOL Web page features description and links to several
publications related to competency education.
Re-Engineering Information Technology: Design Considerations
for Competency Education
Liz Glowa, Susan Patrick, iNACOL, February 2013
This issue brief analyzes and examines components and elements of
effective competency-based information systems. Based on
interviews and research, the ideas presented build upon the
lessons learned in analyzing information systems developed by
competency education innovators, best practices of systemic
approaches to information management, and emerging opportunities.
The paper is designed for readers to find those issues that are
of most interest to them in their role and can be used to
catalyze strategies, support new competency-based instructional
models, and inform decision-making for continuous improvement.
Read comments about the paper in T.H.E. Journal.
Necessary for Success: A State Policymaker’s Guide to
Competency Education
Susan Patrick, Chris Sturgis, iNACOL, February 2013
An opportunity for state leaders to reflect upon the efforts of
contemporaries around the country, this issue brief shares
insights into re-engineering the policy and practices of K-12
systems; introduces the main concepts behind competency-based
learning; studies important initial steps taken by states in
introducing this emerging model, and considers creating a culture
of competency within state agencies.
When Success is the Only Option: Designing Competency-Based
Pathways for Next Generation Learning
Susan Patrick and Chris Sturgis, EDUCAUSE, November 1, 2010
This paper is an introduction to competency-based pathways, a
necessary condition to realizing the potential of next generation
learning. The most important finding from this investigation is
that competency-based pathways are a re-engineering of our
education system around learning – a re-engineering designed for
success in which failure is no longer an option.
Competency-based Learning in Higher Education
EDUCAUSE Library: Competency-Based Learning
EDUCAUSE provides an archive of resources on the topic.
“Changing the Rules: Competency Based Learning in Higher
Education”
Todd Hitchcock, Pearson Research and Innovation Network, February
13, 2013
This posting notes that a recent
Inside Higher Ed article dives into the challenges
facing institutions following the rise of competency based
learning. With the realization that seat time is less indicative
of student success and as practical knowledge-attained takes the
center-stage, the question arises: What happens to commonly held
ideals about accreditation and the sacred credit hour? While it’s
not a new conversation, and these details must be worked out at
the institutional level, it’s certainly worth exploring the value
of competency-based learning.
“The Role of Disruptive Technology in the Future of Higher
Education”
Katrina A. Meyer, EDUCAUSE, March 3, 2013
Although not a magical way to transform higher education,
disruptive technology must interrupt our usual policies,
practices, and assumptions, this article asserts. Truly
disruptive tools will force new thinking and new approaches to
ensuring student learning in higher education. Technology enables
online learning, which potentially qualifies as a disruptive
innovation in education.
“A ‘Disruptive’ Look at Competency-Based Education”
Louis Soares, Center for American Progress, June 7, 2012
The article explores how the innovative use of technology will
transform the college experience. The first section of this brief
provides a short primer on competency-based education in
postsecondary education. Next there is an introduction to the
four elements of disruptive innovation theory and the use of
these elements as a guide to study education initiatives that
could promote disruptive innovation. Lastly, there is an outline
a number of recommendations for policymakers on how to facilitate
disruptive innovation to transform higher education.
In competency-based education, assessment is embedded in every step of the learning process in order to provide students with guidance and support toward mastery. This heightened level of assessment is designed to build competencies in real time. The enclosed graphic from the National Postsecondary Education Cooperative’s report “Defining and Assessing Learning,” provides a simple yet powerful visual of the competency-based approach.
In competency-based education, assessment is embedded in every step of the learning process in order to provide students with guidance and support toward mastery. This heightened level of assessment is designed to build competencies in real time. The enclosed graphic from the National Postsecondary Education Cooperative’s report “Defining and Assessing Learning,” provides a simple yet powerful visual of the competency-based approach.
Cracking the Credit Hour
Amy Laitinen, New America Foundation, September 5, 2012
The basic currency of higher education — the credit hour —
represents the root of many problems plaguing America’s higher
education system: the practice of measuring time rather than
learning. This report traces the history of this time-based unit,
from the days of Andrew Carnegie to recent federal efforts to
define a credit hour. A credit hour typically represents one hour
of faculty-student contact time per week over a fifteen-week
semester. Most bachelor’s degrees require 120 credit hours.
This was a joint publication of New American Foundation and Education Sector. A former Education Sector analyst, Amy Laitinen is now deputy director for higher education at the New America Foundation. Additional information may be found here on Education Sector.
This was a joint publication of New American Foundation and Education Sector. A former Education Sector analyst, Amy Laitinen is now deputy director for higher education at the New America Foundation. Additional information may be found here on Education Sector.
Competency-Based Learning and Blended Learning
Competency-Based Learning Innovation
Michael Horn, Clayton Christensen Institute, Video, Georgia
Public Policy Foundation, June 6, 2013
Michael Horn discusses the relationship between competency-based
and blended learning. Horn is co-founder and education director
at the Clayton Christensen Institute. His power point
presentation can be found at http://georgiapolicy.org/ftp_files/MichaelHornJune62013.pptx.
“Competency-based education and blended learning: Worlds apart or
just two sides of the personalization coin?”
Julia Freeland, Christensen Institute, September 18, 2013
This blog notes that: “At the Clayton Christensen Institute, we
often talk about blended learning and competency-based education
in the same breath. That’s because we see both as necessary
features of accomplishing personalized learning at scale. A
competency-based system allows students to move at their own pace
upon mastering concepts, rather than being forced to move beyond
material they don’t fully understand or being held back when they
are learning at an advanced pace. You can imagine this highly
individualized model in a traditional classroom with extremely
low teacher-to-student ratios. But to operate personalization at
scale, we believe technology must play a part. Software tools in
a blended classroom stand to provide a mix of content,
assessment, and meaningful real-time feedback that can help
teachers move each student along an individual learning pathway
at his own pace.”
