Competency-based education defined by variable-time mastery of measurable competencies¶

Theory · All theories
Evidence · no claims cited

Description¶

The brief defines competency-based education as an approach whose "key feature is that students are to master clearly defined and measurable learning outcomes (the required 'competencies'), but the time a student takes to demonstrate each competency may vary." It notes there is no single authoritative definition and positions CBE against traditional fixed-time course models in which outcomes vary but time is constant.

Design Implications¶

Context¶

Requirements¶

• Clearly defined and measurable learning outcomes (competencies) must exist for each student to demonstrate

Constraints¶

• The brief states there is no single, authoritative definition of competency-based education

Target Learners¶

• Community college students in TAACCCT-funded programs

Target Learning Objectives¶

• Mastery of defined competencies in information technology programs

Claims¶

Related Theories¶

• Competency-based education measures learning rather than class time, letting students progress at a flexible pace upon demonstrating mastery
• Competency-based education: students advance through material independently upon demonstrating content mastery

Examples¶

• TAACCCT consortium implementing flexibly paced CBE programs in information technology
• Use external consulting and technical assistance to help colleges adapt programs to time-variant CBE models
• Mastery Learning
• Competency Based Learning
• Competency Based Progression
• Mastery Based Progression
• Promote student agency by letting students decide the pace of their work and whether to complete it independently or collaboratively

Key Sources¶

• Ann Person. (2015). Best Practices in Competency-Based Education: Lessons from Three Colleges (In Focus Brief). Oakland, CA: Mathematica Policy Research. https://www.mathematica.org/publications/best-practices-in-competencybased-education-lessons-from-three-colleges