D E V E L O P I N G L E A R N I N G O U T C O M E S F O R C O M P E T E N C Y- B A S E D E D U C AT I O N
C E N T E R F O R O N L I N E I N N O VAT I O N I N L E A R N I N G ( C O I L ) C O M P E T E N C Y- B A S E D E D U C AT I O N W O R K S H O P ( 1 0 / 2 9 / 2 0 1 5 ) K Y L E P E C K P R O F E S S O R O F E D U C A T I O N P E N N S TA T E U N I V E R S I T Y
L E A R N I N G O U T C O M E S :
• Understanding CBE:
• Define "competency," capturing the two major points made in the most frequently cited definition by Jones, Voorhees, & Paulson on page 7 of the NCES report "Defining and Assessing Learning: Exploring Competency-based Initiatives."
• Paraphrase the US Department of Education's definition of a "competency-based program" as stated on page 1-1 of the "Competency-Based Education (CBE) Experiment Reference Guide."
• Define "direct assessment" in a manner consistent with the US Department of Education's definition on page 1-2 of the "Competency-Based Education (CBE) Experiment Reference Guide."
W H AT I S “ A C O M P E T E N C Y ? ”
The definition I see the most is…
“a combination of skills, abilities, and knowledge needed to perform a specific task.”
U.S. Department of Education, National Center for Education Statistics. Defining and Assessing Learning: Exploring Competency-Based Initiatives, NCES 2002-159, prepared by Elizabeth A. Jones and Richard A. Voorhees, with Karen Paulson, for the Council of the National Postsecondary Education Cooperative Working Group on Competency-Based Initiatives. Washington, DC: 2002.
T Y P E S O F L E A R N I N G O U T C O M E S
• Knowledge
• Skills
• Attributes (AKA “Dispositions”)
W H AT I S … “ C O M P E T E N C Y- B A S E D E D U C AT I O N ? ” ( C B E )
• “There is currently no Federal definition of CBE”
• “However, in general, a CBE program is one that organizes content according to what a student knows and can do, often referred to as a ‘competency.’”
USDOE, (2015). Competency-Based Education (CBE) Experiment Reference Guide available at: https://experimentalsites.ed.gov/exp/pdf/CompetencyBasedEducationGuide.pdf
C B E P R O G R A M S …
• Generally have very clear claims for student learning.
• Stress what students can do with the knowledge and skills they acquire.
• Have assessments that provide measurable evidence of competency.
USDOE, (2015). Competency-Based Education (CBE) Experiment Reference Guide available at: https://experimentalsites.ed.gov/exp/pdf/CompetencyBasedEducationGuide.pdf
S T U D E N T P R O G R E S S …
• Is determined by mastery of each competency.
• Because CBE focuses on whether students have mastered these competencies, there is a focus on learning outcomes rather than time spent in a classroom.
USDOE, (2015). Competency-Based Education (CBE) Experiment Reference Guide available at: https://experimentalsites.ed.gov/exp/pdf/CompetencyBasedEducationGuide.pdf
W H AT I S “ D I R E C T A S S E S S M E N T ? ”
• Measuring the CAPABILITY the learning was to produce, rather than using “seat time,” knowledge alone, or other proxies for performance.
• There is a specific Federal definition for direct assessment programs.
“A direct assessment program is an instructional program that, in lieu of credit hours or clock hours as measures 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.”
W H AT I S “ D I R E C T A S S E S S M E N T ? ”
“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 mastered 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.”
C O M P O N E N T S O F C O M P E T E N C Y• “a combination of skills, abilities, and knowledge
needed to perform a specific task.”(Jones, Voorhees & Paulson, 2002)
K N O W L E D G E
C O M P E T E N C Y
S K I L L
S K I L L
A B I LT Y
K N O W L E D G E
Knowledge Skills & Abilities Competency+
+ =
=
C O M P O N E N T S O F C O M P E T E N C Y• “a combination of skills, abilities, and knowledge
needed to perform a specific task.”(Jones, Voorhees & Paulson, 2002)
L E A R N I N G O B J E C T
( K N O W L E D G E ) : U N D E R S TA N D I N G
C B EC O M P E T E N C Y : "
D E S I G N I N G C B E O U T C O M E S
A N D A S S E S S M E N T S
L E A R N I N G O B J E C T ( S K I L L ) :
W R I T I N G E F F E C T I V E
C B E L E A R N I N G O U T C O M E S
L E A R N I N G O B J E C T S K I L L : D E V E L O P I N G
VA L I D , R E L I A B L E T E S T S
L E A R N I N G O B J E C T ( S K I L L ) :
D E S I G N I N G A S S E S S M E N T S F O R H I G H E R -
O R D E R L E A R N I N G O B J E C T
( K N O W L E D G E ) : U N D E R S TA N D I N G
E F F E C T I V E C B E L E A R N I N G
O U T C O M E S
Knowledge Skills & Abilities Competency+
+ =
=
X
L E A R N I N G O B J E C T S
• Experiences designed to cause learners to accomplish a learning outcome.
• Can include:
• “Lessons” (didactic, instructional)
• Assembled resources presented as options
• “Experiences” (cases, problem-based learning, simulations, etc.)
A S S E S S M E N T O B J E C T S
• Ways to determine whether learners have accomplished a learning outcome.
• Must be appropriate for the learning outcome.
• Knowledge and comprehension can be “tested.”
• Higher-order skills must be assessed through performances and products.
• Well-designed rubrics can enhance validity and reliability.
• Attributes can be observed and documented.
• Rubrics can help with attributes and dispositions, too.
PAT H WAY S T O C O M P E T E N C Y• Collections of learning and assessment objects • Length is determined by the outcome (competency!) • Final step should include a summative “direct assessment” object
L E A R N I N G O B J E C T
( K N O W L E D G E ) : U N D E R S TA N D I N G
C B E
C O M P E T E N C Y : "D E S I G N I N G
C B E O U T C O M E S A N D
A S S E S S M E N T S
L E A R N I N G O B J E C T ( S K I L L ) :
W R I T I N G E F F E C T I V E
C B E L E A R N I N G O U T C O M E S
L E A R N I N G O B J E C T ( S K I L L ) :
D E S I G N I N G A S S E S S M E N T S F O R H I G H E R -
O R D E R
L E A R N I N G O B J E C T
( K N O W L E D G E ) : U N D E R S TA N D I N G
E F F E C T I V E C B E L E A R N I N G
O U T C O M E S
Test
TestAssess
DirectAssessment
Assess
PAT H WAY S T O C O M P E T E N C Y• Collections of learning and assessment objects • Length is determined by the outcome (competency!) • Final step should include a summative “direct assessment” object
L E A R N I N G O B J E C T
( K N O W L E D G E ) : U N D E R S TA N D I N G
C B E
C O M P E T E N C Y : "D E S I G N I N G
C B E O U T C O M E S A N D
A S S E S S M E N T S
L E A R N I N G O B J E C T ( S K I L L ) :
W R I T I N G E F F E C T I V E
C B E L E A R N I N G O U T C O M E S
L E A R N I N G O B J E C T ( S K I L L ) :
D E S I G N I N G A S S E S S M E N T S F O R H I G H E R -
O R D E R
L E A R N I N G O B J E C T
( K N O W L E D G E ) : U N D E R S TA N D I N G
E F F E C T I V E C B E L E A R N I N G
O U T C O M E S
Test
TestAssess
DirectAssessment
Assess
T O D AY ’ S L E A R N I N G O U T C O M E S :
• Understanding CBE:
• Define "competency," capturing the two major points made in the most frequently cited definition by Jones, Voorhees, & Paulson on page 7 of the NCES report "Defining and Assessing Learning: Exploring Competency-based Initiatives."
• Paraphrase the US Department of Education's definition of a "competency-based program" as stated on page 1-1 of the "Competency-Based Education (CBE) Experiment Reference Guide."
• Define "direct assessment" in a manner consistent with the US Department of Education's definition on page 1-2 of the "Competency-Based Education (CBE) Experiment Reference Guide."
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T O D AY ’ S L E A R N I N G O U T C O M E S :
• Understanding Effective CBE Learning Outcomes:
• List the components that must be present in a sound CBE learning outcome.
• Reproduce "Bloom's Taxonomy as revised by Anderson & Krathwol.
• Describe the difference between higher-order and lower-order outcomes.
• List at least three appropriate verbs for each level of Bloom's Taxonomy.
• Describe how assessment differs for lower-level and higher-level outcomes.
C O M P O N E N T S O F E F F E C T I V E L E A R N I N G O U T C O M E S
• Actor (who) (May be omitted when talking to learners)
• Behavior (what - verb - obesrvable!!)
• Criterion (how well? Define success)
• Conditions (when? how? with what?)
C O M P O N E N T S O F E F F E C T I V E L E A R N I N G O U T C O M E S
• Actor (who) (May be omitted when talking to learners)
• Behavior (what - verb - obesrvable!!)
• Criterion (how well? Define success)
• Conditions (when? how? with what?)
“A buffalo can’t co-author.”
L E V E L S O F C O G N I T I V E L E A R N I N G O U T C O M E S
Bloom’s Taxonomy of Cognitive Processes (Revised, 2001)
!Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational
Knowledge Acquisition (Remembering)
Comprehension / (Understanding)
Evaluation
Creation
Application
Analysis
H I G H E R - A N D L O W E R - O R D E R O U T C O M E S
• Image from “Rubrics and Bloom’s Taxonomy” Wiki at https://hillerspires.wikispaces.com/ and is licensed under a Creative Commons Attribution Share-Alike 3.0 License.
Lower-Order Outcomes “Testable”}
Higher-Order Outcomes “Performance-based
Assessments”}
A P P R O P R I AT E V E R B S A N D B L O O M ’ S TA X O N O M Y
Bloom’s Taxonomy of Cognitive Processes (Revised, 2001)
!Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational
Knowledge Acquisition (Remembering)
Comprehension / (Understanding)
Evaluation
Creation
Application
Analysis
design, construct, plan, produce, invent, devise, make
check, critique, judge, test, detect, monitor
compare, organize, deconstruct, outline, integrate
implement, carry out, use, execute, apply
interpret, summarize, infer, paraphrase, classify, explain
list, describe, name, identify, recall, state, locate, match
Q U I Z T I M E ! !
• Behavior (not observable)
• Criteria (?)
(Without a good verb, is it worth looking for other flaws?)
What’s missing in this outcome? (hint: ABCC)
Q U I Z T I M E ! !
• Criteria (According to what source?)
• Conditions (Can they use notes? Google?)
Generally outcomes are written differently for learners and for designers and evaluators.
What’s missing in this outcome? (hint: ABCC)
T O D AY ’ S L E A R N I N G O U T C O M E S :
• Understanding Effective CBE Learning Outcomes:
• List the components that must be present in a sound CBE learning outcome.
• Reproduce "Bloom's Taxonomy as revised by Anderson & Krathwol.
• Describe the difference between higher-order and lower-order outcomes.
• List at least three appropriate verbs for each level of Bloom's Taxonomy.
• Describe how assessment differs for lower-level and higher-level outcomes.
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√
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IT’S YOUR TURN!!
I T ’ S Y O U R T U R N !
Bloom’s Taxonomy of Cognitive Processes (Revised, 2001)
!Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational
Knowledge Acquisition (Remembering)
Comprehension / (Understanding)
Evaluation
Creation
Application
Analysis
design, construct, plan, produce, invent, devise, make
check, critique, judge, test, detect, monitor
compare, organize, deconstruct, outline, integrate
implement, carry out, use, execute, apply
interpret, summarize, infer, paraphrase, classify, explain
list, describe, name, identify, recall, state, locate, match
In your table groups: 1. Choose a topic for CBE 2. Write at least three lower-order and three higher-order outcomes for that topic.
(Make them good! You will develop an assessment for one in the next step.)
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