scholarly journals Improving the validity of objective assessment in higher education: Steps for building a best-in-class competency-based assessment program

2018 ◽  
Vol 3 (1) ◽  
pp. e01058 ◽  
Author(s):  
Sean Gyll ◽  
Shelley Ragland
Keyword(s):  
Higher Education ◽  
Objective Assessment ◽  
Assessment Program ◽  
Competency Based ◽  
Assessment In Higher Education ◽  
Competency Based Assessment

Competency-Based Assessment

2020 ◽  
pp. 108-129
Author(s):  
Mohammed Khalidi Idrissi ◽  
Meriem Hnida ◽  
Samir Bennani
Keyword(s):  
Higher Education ◽  
Common Sense ◽  
Academic Programs ◽  
Competency Assessment ◽  
E Learning ◽  
Assessment Techniques ◽  
Competency Based ◽  
The Common ◽  
Competency Based Assessment ◽  
The Way

Competency-based Assessment (CBA) is the measurement of student's competency against a standard of performance. It is a process of collecting evidences to analyze student's progress and achievement. In higher education, Competency-based Assessment puts the focus on learning outcomes to constantly improve academic programs and meet labor market demands. As of to date, competencies are described using natural language but rarely used in e-learning systems, and the common sense idea is that: the way competency is defined shapes the way it is conceptualized, implemented and assessed. The main objective of this chapter is to introduce and discuss Competency-based Assessment from a methodological and technical perspectives. More specifically, the objective is to highlight ongoing issues regarding competency assessment in higher education in the 21st century, to emphasis the benefits of its implementation and finally to discuss some competency modeling and assessment techniques.

scholarly journals COMPETENCY-BASED ASSESSMENT AND THE USE OF PERFORMANCE-BASED EVALUATION RUBRICS IN HIGHER EDUCATION: CHALLENGES TOWARDS THE NEXT DECADE

2020 ◽  
Vol 78 (1) ◽  
pp. 61-79
Author(s):  
Katherina Gallardo
Keyword(s):  
Higher Education ◽  
Second Phase ◽  
Educational Challenges ◽  
Competency Based ◽  
Two Phases ◽  
Performance Based Evaluation ◽  
Evaluation Rubrics ◽  
Giving Feedback ◽  
Design And Application ◽  
Competency Based Assessment

Rubrics are assessment guides for grading and giving feedback to students while demonstrating acquired knowledge and skills. In the last decades, rubrics have been all part of the most used learning evaluation tools in higher education. Its use is further well-related to competency-based assessment purposes. Nevertheless, criticism around design and application has been also implemented in certain reports. In order to understand rubrics’ evolution, practice, benefits, and trends, a systematic literature review on rubrics’ design and use has been conducted. Two databases were selected: Scopus and ProQuest Education. Two phases were determined: The first allowed to identify articles related to rubrics’ design and application for almost three decades. 584 articles were found. From these, most cited articles served to give a scope of rubric evolution and trends. The second phase permitted to identify design and use of performance-based evaluation rubrics from 2009 and 2019. Five terms and Boolean combinations were used. A total of 259 articles was found. After analyzing abstracts and content, 11 open access articles on performance-oriented rubric design and application were chosen. As a result, some facts and reflections on rubric design complexity are discussed towards responding to educational challenges related to competency-based assessment contemporary demands: integration of human learning domains going beyond cognition, authenticity, and interdisciplinarity as features that characterize learning design situations, follow students’ progression, educator’s preparation on assessment literacy for responding to CBA demands, and the involvement of experts of the work field in determining essential evaluation indicators as the main topics looking forward to the next decade. Keywords: competency-based assessment, competency-based education, higher education, learning taxonomy, rubric design.

scholarly journals Workplace-Based Assessment of Internal Medicine Resident Diagnostic Accuracy

2014 ◽  
Vol 6 (3) ◽  
pp. 532-535 ◽  
Author(s):  
Michael D. Jain ◽  
George A. Tomlinson ◽  
Danica Lam ◽  
Jessica Liu ◽  
Deepti Damaraju ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Diagnostic Accuracy ◽  
Clinical Teaching ◽  
Retrospective Chart Review ◽  
Assessment Program ◽  
Workplace Based Assessment ◽  
Competency Based ◽  
Attending Physician ◽  
Attending Physicians ◽  
Competency Based Assessment

Abstract Background Making an accurate diagnosis is a core skill residents must develop. Assessments of this skill and decisions to grant residents clinical independence often are based on global impressions. A workplace-based assessment of diagnostic accuracy could be a useful part of a competency-based assessment program and could inform decisions about granting residents independence. Innovation We developed a method for measuring diagnostic accuracy that was integrated into the workflow of internal medicine residents and attending physicians. Methods Four senior medical residents and 6 attending physicians working in the internal medicine clinical teaching unit of a tertiary hospital participated in this study. To determine their diagnostic accuracy, residents documented a leading diagnosis for each patient they evaluated in the emergency department. After reviewing each case with the resident and after examining the patient, the resident's attending physician documented the diagnosis. Discharge diagnosis was determined by retrospective chart review to allow determination of resident and attending physician diagnostic accuracy. Data were collected for 240 consecutive patients referred for a medicine consultation. Results Resident diagnostic accuracy was 66% (95% CI 60–72), whereas attending physician accuracy was significantly higher at 79% (95% CI 74–84, P < .001). By logistic regression, the accuracy of the attending physician was found to be influenced by the accuracy of the resident. Participants felt this process motivated them to improve their clinical reasoning. Conclusions Measuring resident diagnostic accuracy provides information that could be used in a competency-based assessment program to provide feedback and motivation to stimulate performance improvement.

scholarly journals Design Of A Competency-Based Assessment Model In The Field Of Accounting

2012 ◽  
Vol 5 (5) ◽  
pp. 343 ◽  
Author(s):  
Adelaida Ciudad Gomez ◽  
Jesus Valverde Berrocoso
Keyword(s):  
Higher Education ◽  
Business Administration ◽  
Assessment Model ◽  
Financial Accounting ◽  
European Higher Education Area ◽  
Design Activities ◽  
Competency Based ◽  
European Higher Education ◽  
Development Of Competencies ◽  
Competency Based Assessment

This paper presents the phases involved in the design of a methodology to contribute both to the acquisition of competencies and to their assessment in the field of Financial Accounting, within the European Higher Education Area (EHEA) framework, which we call MANagement of COMpetence in the areas of Accounting (MANCOMA). Having selected and defined the competencies to be acquired by students in our subject, we break them down into sub-competencies, and the latter in turn into indicators, allowing us to design activities to be offered to students for the development of competencies and their subsequent assessment. Our work therefore centred on the design of a model for the "Financial Accounting III" subject belonging to the Accounting module of the syllabus for a Degree in Business Administration and Management.

Competency-Based Assessment

2017 ◽  
pp. 57-78 ◽  
Author(s):  
Mohammed Khalidi Idrissi ◽  
Meriem Hnida ◽  
Samir Bennani
Keyword(s):  
Higher Education ◽  
Common Sense ◽  
Academic Programs ◽  
Competency Assessment ◽  
E Learning ◽  
Assessment Techniques ◽  
Competency Based ◽  
The Common ◽  
Competency Based Assessment ◽  
The Way

Competency-based Assessment (CBA) is the measurement of student's competency against a standard of performance. It is a process of collecting evidences to analyze student's progress and achievement. In higher education, Competency-based Assessment puts the focus on learning outcomes to constantly improve academic programs and meet labor market demands. As of to date, competencies are described using natural language but rarely used in e-learning systems, and the common sense idea is that: the way competency is defined shapes the way it is conceptualized, implemented and assessed. The main objective of this chapter is to introduce and discuss Competency-based Assessment from a methodological and technical perspectives. More specifically, the objective is to highlight ongoing issues regarding competency assessment in higher education in the 21st century, to emphasis the benefits of its implementation and finally to discuss some competency modeling and assessment techniques.

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