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.

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 Practicing one thing at a time: the secret to reward-based learning?

2019 ◽  
Author(s):  
Katinka van der Kooij ◽  
Nina M van Mastrigt ◽  
Jeroen BJ Smeets
Keyword(s):  
Critical Conditions ◽  
Matching Task ◽  
Second Phase ◽  
The Third ◽  
Conditions For Learning ◽  
Third Phase ◽  
Number Of Factors ◽  
Two Factors ◽  
Two Phases ◽  
Giving Feedback

AbstractBinary reward feedback on movement success is sufficient for learning in some simple reaching tasks, but not in some more complex ones. It is unclear what the critical conditions for learning are. Here, we ask how reward-based sensorimotor learning depends on the number of factors that are task-relevant. In a task that involves two factors, we test whether learning improves by giving feedback on each factor in a separate phase of the learning. Participants learned to perform a 3D trajectory matching task on the basis of binary reward-feedback in three phases. In the first and second phase, the reward could be based on the produced slant, the produced length or the combination of the two. In the third phase, the feedback was always based on the combination of the two factors. The results showed that reward-based learning did not depend on the number of factors that were task-relevant. Consistently, providing feedback on a single factor in the first two phases did not improve motor learning in the third phase.

scholarly journals KOREA HAS CONSTRUCTED WORLD CLASS UNIVERSITIES: “BRAIN KOREA 21” PROJECT

2011 ◽  
Vol 14 (3) ◽  
pp. 83-92
Author(s):  
Linh Ai Dinh
Keyword(s):  
Higher Education ◽  
Advanced Technology ◽  
Second Phase ◽  
National University ◽  
World Class ◽  
Two Phases ◽  
Seoul National University ◽  
The Right ◽  
World Class Universities ◽  
The Brain

In 1999, Korea carried out “Brain Korea 21” project to construct their worldclass universities and reformed higher education. The project consists of two phases: the first phase from 1999 to 2005 with estimated investment of 1,2 billion dollar, the second phase from 2006 to 2012 at a cost of approximately 2,1 billion dollar investment.With the “Brain Korea 21” project, Korea has had a breakthrough step in the right direction in the development of higher education as well as the world-class university. With all the determination and effort, so far South Korea has guidelined of Seoul National University (SNU) and the Institute for Science Korea Advanced Technology (KAIST) always in the top position of 100 Universities in world-class raking THES.

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.

Accurate Detection and Quantization of Leaf- Diseases through Soft Computing

2018 ◽  
Vol 1 (1) ◽  
pp. 236-247
Author(s):  
Divya Srivastava ◽  
Rajitha B. ◽  
Suneeta Agarwal
Keyword(s):  
Machine Learning ◽  
Image Processing ◽  
Agricultural Production ◽  
Bacterial Blight ◽  
Early Stage ◽  
Second Phase ◽  
Computationally Efficient ◽  
Stage Of Disease ◽  
Accurate Detection ◽  
Two Phases

Diseases in leaves can cause the significant reduction in both quality and quantity of agricultural production. If early and accurate detection of disease/diseases in leaves can be automated, then the proper remedy can be taken timely. A simple and computationally efficient approach is presented in this paper for disease/diseases detection on leaves. Only detecting the disease is not beneficial without knowing the stage of disease thus the paper also determine the stage of disease/diseases by quantizing the affected of the leaves by using digital image processing and machine learning. Though there exists a variety of diseases on leaves, but the bacterial and fungal spots (Early Scorch, Late Scorch, and Leaf Spot) are the most prominent diseases found on leaves. Keeping this in mind the paper deals with the detection of Bacterial Blight and Fungal Spot both at an early stage (Early Scorch) and late stage (Late Scorch) on the variety of leaves. The proposed approach is divided into two phases, in the first phase, it identifies one or more disease/diseases existing on leaves. In the second phase, amount of area affected by the disease/diseases is calculated. The experimental results obtained showed 97% accuracy using the proposed approach.

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