Competency-Based Education Framework
Davenport University
August 18, 2015
I.
Purpose of Document
 To define the mission, vision, philosophy, and principles of curriculum
development and instructional delivery for competency-based educational
approaches at Davenport University
 To provide academic guidelines, policies, and processes for the development and
implementation of new CBE approaches at Davenport
II.
Why Davenport University Supports CBE
Davenport’s VISION 2020 states that central to the university’s success is “its ability to
provide students with an education that equips them with the knowledge, global
competencies and values they need to achieve their career and life goals” (Davenport
University, Vision 2020, 2015, p. 1).
CBE is directly connected to the following core elements of VISION 2020:
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Increasing student satisfaction by providing a “high degree of flexibility and
engagement that enhances the learning experience…and [allowing] students to
change course…without adding time toward degree completion” (p. 1).
Exploring “use of accelerated formats such as three-year baccalaureate degrees
and competency-based education that will allow students to complete degrees
more quickly, based on their abilities” (p. 1).
Providing “high levels of accountability [and] partnering with businesses,
healthcare organizations, and school districts [to] result in employer satisfaction
scores at the highest levels in the institution’s history” (p. 2).
DU also supports CBE because it can:
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III.
Reduce time to degree completion and overall cost to the student
Allow maximum application of Credit for Prior Learning
Serve all students, but particularly non-traditional students, who have relevant
career experience
Context for CBE
CBE is a constantly changing landscape nationally and it has significantly different
implications for implementation than traditional academic programs, particularly in terms
of financial aid, billing, contact hours, etc. Any new DU CBE course or program should
consider these implications and consult the appropriate functional areas of the university
early in the development process. Additionally, as proposed DU CBE programs gather
data on their target market, they should consider that CBE research indicates that
successful CBE students are:
W. Sneath/ J. Byron/G. Nyambane: August 2015
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Highly motivated and self-directed with strong self-discipline and organizational
skills
Focused on career development, with a clear sense of purpose and direction, and are
willing to explore non-traditional learning paths
Comfortable with technology and savvy regarding the ability of technology to
enhance learning in their lives
Open to new experiences and willing to risk trying something new
(Klein-Collins, R. & Baylor, E., 2013 & Davenport University, CMBA FAQs, 2015)
IV.
Definitions of Competency-Based Education
While there are varied and emerging definitions of CBE, Davenport’s participation in the
Competency-Based Education Network (C-BEN), a nationally recognized organizational
leader in the CBE movement, supports a working definition of CBE in alignment with CBEN’s:
“Competency-based education (CBE) is a flexible way for students to get credit for what
they know, build on their knowledge and skills by learning more at their own pace, and
earn high-quality degrees, certificates, and other credentials that help them in their lives
and careers. CBE focuses on what students must know and be able to do to earn degrees
and other credentials. Student progress is measured by their demonstration of
competencies, or mastery of required learning, through assessments that are embedded in
courses, modules, and other structured learning experiences. Students move ahead as they
prove they have mastered the knowledge and skills required for a particular area”
(Competency-Based Education Network, 2014, p. 1).
Importantly, for reference, the U.S. Department of Education and the Council of Regional
Accrediting Commissions’ definitions of competency-based education are included in
Section VII: Operational Definitions of this document.
V.
Curriculum Principles for Competency-Based Education
When designing new CBE courses and programs, faculty should consider the following
four essential curriculum principles:
1. Define valid and rigorous competencies
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Competencies should include explicit, measurable, and transferable learning
objectives which are clearly articulated to students (Iowa Department of
Education, 2015, p. 1).
Competencies should emphasize the application of learning. A high quality
competency-based approach will require students to apply skills and knowledge to
new situations to demonstrate mastery and to create knowledge. Competencies
will include academic standards as well as lifelong learning skills and dispositions
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and are often framed as “can do” statements (Competency Based Pathways, n.d.,
para. 5).
Competencies should reflect the skills and knowledge that students will need at
the next stages of their development, whether it be further education or
employment (Johnstone & Soares, 2014, p. 5).
The validity of competencies should be determined by student and employer
feedback to faculty and program designers (p. 5).
The process for developing program-level competency definitions should be
iterative, evolving to incorporate marketplace demands, academic expectations,
and student needs (p. 5).
2. Design instruction for individualized student pacing and completion
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Students work at levels that are appropriately challenging (Competency Based
Pathways, n.d., para. 1).
Students progress to more advanced work upon demonstration of learning by
applying specific skills and content (para. 1).
Students master subjects at different rates and bring diverse levels of prior
experience and knowledge to that mastery (Competency-Based Education
Network, 2014, p. 1).
Students receive timely, differentiated support based on their individual learning
needs (Competency Based Pathways, n.d., para. 4).
CBE programs should enable students to move through courses more quickly than
they would in traditional online or face-to-face courses (Mathematica Policy
Research, 2015, p. 2).
Faculty guide students to produce sufficient evidence to demonstrate competency
(Competency Based Pathways, n.d., para. 1).
Faculty must have a rapid response capacity to support students when they are
struggling to meet a competency (para. 4).
Faculty should consider technology-enabled solutions that incorporate predictive
analytic tools to assist in student support (para. 4).
Differentiated student learning plans should be used to capture knowledge on
learning styles, context and interventions that are most effective for individual
students (para. 4).
3. Develop quality learning resources with 24/7 availability
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Learning materials must be of high quality: accurate, engaging, at the appropriate
level of difficulty, well-matched to competencies and compatible with the
institution’s technology platform (Johnstone & Soares, 2014, p. 7).
Effective learning resources should be available any time and are reusable beyond
a single semester or unit of instruction in order to test and improve their validity
and reliability (p. 7).
Units of learning are scaffolded to build greater levels of skill, but do not have to
be completed sequentially; they can stand alone as sub-components of a
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competency. Learning may occur through in-seat group activities, individualized
student study, faculty mentoring and tutoring, self-directed online materials and
activities, etc. (Iowa Department of Education, 2015, p. 5).
4. Create multiple forms of valid and reliable assessment clearly mapped to
competencies
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VI.
CBE should include formative assessments which evaluate learning progress
during the instructional process; students receive immediate feedback when
assessment occurs; formative-assessment information is used to inform
instructional adjustments, practices, and support (Competency Based Pathways,
n.d., para. 3 & Sturgis, 2014, para. 7).
Summative assessments should evaluate competency; summative-assessment
scores record a student’s level of competency at a specific point in time (Sturgis,
2014, para. 8).
Faculty should assess competencies in multiple contexts and in multiple ways;
assessments can take many forms, from demonstrations to research papers to
objective tests, etc. (Competency Based Pathways, n.d., para. 1 & (Johnstone &
Soares, 2014, p. 8).
Faculty must collaborate to develop understanding of what is an adequate
demonstration of competency (Competency Based Pathways, n.d., para. 3).
All assessments must be secure and reliable (Johnstone & Soares, 2014, p. 8).
Operational Definitions
Assessment
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Authentic Assessment
Authentic assessment is the assessment of competencies in a manner that as
closely as possible approximates the way in which that competency will be
demonstrated in the individual’s professional and/or civic life (Everhart, Sandeen,
Seymour & Yoshino, 2015, p. 8).
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Direct Assessment
Direct assessment refers to the use of academic assessment methodologies
for evidence-based evaluation of student competencies, rather than evaluation
based on indirect measures such as the student’s seat time in the classroom. In
competency-based education, tests, rubrics, and other assessment measures can be
aligned with specific competencies for evaluation of competency mastery
(Everhart, Sandeen, Seymour & Yoshino, 2015, p. 8).
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Formative Assessment
Formative assessment is an evaluation of student learning during the progression
of a module or learning activity to improve student performance. Formative
assessment supports students through constructive feedback by: 1) diagnosing
student difficulties; 2) measuring improvement over time; and 3) providing
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information to inform students about how to improve their learning. Formative
assessments are generally low-stakes, which means that they have low or no
impact on summative evaluation of competency (Dardin, 2015, p. 1 & Carnegie
Mellon University, 2015, para.1).
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Summative Assessment
Summative assessment is an evaluation of competency at the end of a module or
learning activity by comparing it against standards or benchmarks to meet
accountability demands. Summative assessment reflects the culmination of the
scaffolding process of learning provided by formative assessment throughout the
module/activity. When used for improvement, summative assessment impacts the
next cohort of students taking the module or participating in the learning activity.
Summative assessments are usually high-stakes, which means that they determine
acceptable levels of competence to move on to subsequent competencies (Dardin,
2015, p. 1 & Carnegie Mellon University, 2015, para.1).
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Prior Learning Assessment
Prior Learning Assessment (PLA) is the assessment of an individual’s life
learning for college credit, certification, or advanced standing toward further
education or training based on their learning gained outside a traditional academic
environment such as working, participating in employer training programs,
serving in the military, studying independently, volunteering or doing community
service, and studying open source courseware. PLA can be used in conjunction
with modular approaches to CBE (CAEL, 2015, para. 1).
Competency
A competency is a specific skill, knowledge, or ability that is both observable and
measurable (Everhart, Sandeen, Seymour & Yoshino, 2015, p. 5).
Competency-Based Education
U.S. Department of Education Definition:
“According to the U.S. Department of Education (n.d.), competency-based learning or
personalized learning is a structure that creates flexibility, allows students to progress as
they demonstrate mastery of academic content, regardless of time, place, or pace of
learning. Competency-based strategies provide flexibility in the way that credit can be
earned or awarded, and provide students with personalized learning opportunities. These
strategies include online and blended learning, dual enrollment and early college high
schools, project-based and community-based learning, and credit recovery, among others.
This type of learning leads to better student engagement because the content is relevant to
each student and tailored to their unique needs. It also leads to better student outcomes
because the pace of learning is customized to each student (para 1)” (as cited in Dawson,
Dean, Johnson & Koronkiewicz, 2014, p. 1).
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Council of Regional Accrediting Commissions’ Definition:
“Competency-based education (CBE) is an outcomes-based approach to
earning a college degree or other credential. Competencies are statements of what
students can do as a result of their learning at an institution of higher education. While
competencies can include knowledge or understanding, they primarily emphasize what
students can do with their knowledge. Students progress through degree or credential
programs by demonstrating competencies specified at the course and/or program level.
The curriculum is structured around these specified competencies, and satisfactory
academic progress is expressed as the attainment or mastery of the identified
competencies. Because competencies are often anchored to external expectations, such as
those of employers, to pass a competency students must generally perform at a level
considered to be very good or excellent” (Council of Regional Accrediting Commissions,
2015, p. 2).
Differentiated Instruction
Differentiated instruction refers to a variety of methodologies that direct students along
different pathways based on their needs and mastery of competencies. Differentiated
learning often “branches” different learning materials, interventions, feedback, diagnostic
measures, and/or adaptive structures based on an individual student’s progress or
characteristics that put them in a defined grouping (Everhart, Sandeen, Seymour &
Yoshino, 2015, p. 6).
Direct Assessment Program
Direct assessment program is federally defined as “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, and meets the conditions of 34 CFR 668.10. For Title IV, HEA purposes, the
institution must obtain approval for the direct assessment program” (as cited in Everhart,
Sandeen, Seymour & Yoshino, 2015, p. 18).
Mastery
Mastery is a high-level demonstration of a specific competency. Mastery of specified
competencies in competency-based education is the mechanism by which a student
progresses through the educational process to the desired end state (Everhart, Sandeen,
Seymour & Yoshino, 2015, p. 8).
Module
A discrete segment of learning including a cluster of exercises and activities that build
knowledge and/or skills in a specific subject or knowledge domain. Modules often
include activities and exercises as well as pre, formative, and summative (final)
assessments for demonstration of competency.
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Proficiency
Proficiency signifies achievement within an educational program context. Levels of
proficiency are determined by the education provider and sought by the student in the
program. Proficiency in all program areas is the ideal goal. In competency-based
education, “proficiency” is usually a level of achievement that is considered “passing”
(e.g. 60%), but a higher level of achievement (e.g. 85%) is required for mastery and
progression through the program (Everhart, Sandeen, Seymour & Yoshino, 2015, p. 9).
Self-Paced Learning
Self-paced learning allows students to progress through learning materials
and processes more quickly or more slowly on their own terms, including the ability
to set their own deadlines and completion goals, generally without externally-defined
constraints (Everhart, Sandeen, Seymour & Yoshino, 2015, p. 7).
References
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