scholarly journals Making sense of K‐12 competency‐based education: A systematic literature review of implementation and outcomes research from 2000 to 2019

2020 ◽  
Vol 5 (4) ◽  
Author(s):  
Carla M. Evans ◽  
Erika Landl ◽  
Jeri Thompson
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Outcomes Research ◽  
Competency Based Education ◽  
Making Sense ◽  
Competency Based ◽  
K 12

Personalized Learning Plans and Competency-Based Education

2020 ◽  
pp. 28-53
Keyword(s):  
School Personnel ◽  
Personalized Learning ◽  
Background Information ◽  
Competency Based Education ◽  
History Of ◽  
Competency Based ◽  
Postsecondary Plans ◽  
Definition Of ◽  
K 12 ◽  
Learning Plans

This chapter is designed to inform teachers, administrators, and educational policymakers on the background of personalized learning plans (PLPs), the definition of a PLP, components of a PLP, and the research involving the use of PLPs. In recent years, states have spearheaded initiatives involving PLPs, either requiring the use of them through mandates or encouraging school personnel to use some sort of individualized plans for students to connect their K-12 experiences with postsecondary plans. The chapter also addresses competency-based education, which is often implemented in conjunction with personalized learning. The chapter provides an introduction, background information, and a brief history of PLPs and competency-based education. Additional resources are included as well.

Exploring K-12 Competency-Based Education Implementation in the Northeast States

2019 ◽  
Vol 103 (4) ◽  
pp. 300-329 ◽  
Author(s):  
Carla M. Evans ◽  
Suzanne E. Graham ◽  
Melissa L. Lefebvre
Keyword(s):  
Exploratory Study ◽  
Secondary Principals ◽  
Education Policies ◽  
Competency Based Education ◽  
Policy Context ◽  
Competency Based ◽  
Key Features ◽  
Barriers And Challenges ◽  
K 12 ◽  
Current Practices

This exploratory study uses data from 413 principals to examine whether and how competency-based education has been implemented in the Northeast states and the extent to which there is variation in implementation between states with different policies. Results suggest that competency-based practices that are most similar to current practices are reported more and practices that diverge from current practices are reported less. There were statistically significant differences between states with “advanced” and nonexistent competency-based education policies on three measures. Secondary principals could use this study to understand key features of the reform and the likely barriers and challenges to implementation regardless of their state policy context.

A systematic literature review of mixed reality environments in K-12 education

2019 ◽  
Vol 25 (4) ◽  
pp. 2481-2520 ◽  
Author(s):  
Nikolaos Pellas ◽  
Ioannis Kazanidis ◽  
George Palaigeorgiou
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Mixed Reality ◽  
K 12

scholarly journals A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education

2021 ◽  
Vol 5 (6) ◽  
pp. 28
Author(s):  
Nikolaos Pellas ◽  
Stylianos Mystakidis ◽  
Athanasios Christopoulos
Keyword(s):  
Literature Review ◽  
User Experience ◽  
Systematic Literature Review ◽  
Virtual Worlds ◽  
Interaction Design ◽  
Design Decisions ◽  
User Experience Design ◽  
3D Virtual Worlds ◽  
K 12 ◽  
The Impact

A substantial body of literature has well-documented and demonstrated the potential of using three-dimensional (3D) virtual worlds (VWs) across various learning subjects and contexts in primary and secondary (K-12) education. However, little is known when it comes to issues related to child-interaction research and the impact that design decisions have on the user experience (UX), especially when game-based learning approaches are employed in 3DVWs. Hence, in this systematic literature review, we appraise and summarize the most relevant research articles (n = 30) conducted in K-12 settings, published between 2006–2020 and that elicit information related to (a) the interaction design (ID) of game events and trends associated with game elements and features that were utilized for the development and creation of game prototypes, (b) the research methods which were followed to empirically evaluate their teaching interventions, and (c) the design-related issues and factors affecting ID and UX by identifying the most frequent set of learning and game mechanics that were adopted in various game prototypes in different learning subjects. The vast majority of game prototypes enhanced students’ engagement and participation, affecting their achievements positively. This systematic literature review provides clear guidelines regarding the design decisions that educational stakeholders should consider, and provides recommendations on how to assess and evaluate the students’ learning experience (i.e., performance, achievements, outcomes) using 3DVWs.

scholarly journals Proposal for a Modified Dreyfus and Miller Model with simplified competency level descriptions for performing self-rated surveys

2015 ◽  
Vol 12 ◽  
pp. 54 ◽  
Author(s):  
Janghee Park
Keyword(s):  
Literature Review ◽  
Accurate Description ◽  
Stage Model ◽  
Precise Description ◽  
Competency Based Education ◽  
Competency Based ◽  
Competency Level ◽  
Clear Description

In competency-based education, it is important to frequently evaluate the degree of competency achieved by establishing and specifying competency levels. To self-appraise one’s own competency level, one needs a simple, clear, and accurate description for each competency level. This study aimed at developing competency stages that can be used in surveys and conceptualizing clear and precise competency level descriptions. In this paper, the author intends to conceptualize a simple competency level description through a literature review. The author modified the most widely quoted competency level models—Dreyfus’ Five-stage Model and Miller’s Pyramid—and classified competency levels into the following: The Modified Dreyfus Model comprises absolute beginner, beginner, advanced beginner, competent, proficient, and expert, while the Modified Miller Model uses the levels of knows little, knows and knows how, exercised does, selected does, experienced does, and intuitive does. The author also provided a simple and clear description of competency levels. The precise description of competency levels developed in this study is expected to be useful in determining one’s competency level in surveys.

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