scholarly journals Competency Based Education – Current Global Practices

2017 ◽  
Author(s):  
Marcela Hernández-de-Menéndez ◽  
Ruben Morales-Menendez
Keyword(s):  
Lifelong Learning ◽  
State Of The Art ◽  
Supply And Demand ◽  
Real Life ◽  
Competency Assessment ◽  
Competency Based Education ◽  
Assessment Techniques ◽  
Competency Based ◽  
Competency Level ◽  
Different Levels

Competency Based Education (CBE) is considered an alternative to face the lack of individuals with the appropriate labour abilities. A state of the art on CBE in terms of the practices being performed by main worldwide universities/colleges is presented. Main promoted competencies include effective communication, critical thinking and lifelong learning. Also,  teaching and practice activities are determined such as real life situations and simulations. Regarding competency assessment techniques, a mix of them is used to guarantee the desired competency level. Achievements of competencies are reported with a pass or not pass grade and with narrative transcripts. CBE benefits from student's perspective are also determined. The main advantage of CBE is that measures what a student can do after completing a program. It is also flexible, as universities/colleges of any size/age can incorporate it at different levels, which depends on their resources and strategies. Even though CBE has proven to solve a global problem, the gap between the supply and demand of skillful people can only be reduced if all the concerned parties work together in a coordinated manner.  

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 Rethinking Competence: A Nexus of Educational Models in the Context of Lifelong Learning

Pharmacy ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 81
Author(s):  
Dalia Bajis ◽  
Betty Chaar ◽  
Rebekah Moles
Keyword(s):  
Lifelong Learning ◽  
Continuing Professional Development ◽  
Modern Society ◽  
Health Professions ◽  
Health Professions Education ◽  
Pharmacy Education ◽  
Educational Models ◽  
Competency Based Education ◽  
Learning Practices ◽  
Competency Based

Competency-based education (CBE) “derives a curriculum from an analysis of a prospective or actual role in modern society and attempts to certify students’ progress on the basis of demonstrated performance in some or all aspects of that role”. This paper summarizes pertinent aspects of existing CBE models in health professions education; pharmacy education presented as an example. It presents a synthesis of these models to propose a new diagrammatic representation. A conceptual model for competency-based health professions education with a focus on learning and assessment is discussed. It is argued that various elements of CBE converge to holistically portray competency-based learning and assessment as essential in initial education and relevant to practitioners’ continuing professional development, especially in the context and importance of pursing lifelong learning practices.

Using Formative Video Competencies and Summative In-Person Competencies to Examine Preparedness for Entry-Level Professional Practice

2020 ◽  
Vol 41 (04) ◽  
pp. 310-324
Author(s):  
Jerry K. Hoepner ◽  
Abby L. Hemmerich
Keyword(s):  
Formative Assessment ◽  
Assessment Tools ◽  
Competency Assessment ◽  
Entry Level ◽  
Competency Based Education ◽  
Pilot Investigation ◽  
Competency Based ◽  
Criterion Referenced ◽  
And Performance ◽  
Effective Assessment

AbstractA key element of competency-based education is assessment. Effective assessment requires access to a core set of expectations that match a learner's level of preparation. Miller's triangle provides a framework for establishing appropriate expectations that move learners from novice to entry-level clinicians. Formative assessment and feedback are a crucial part of facilitating learning in this context. A pilot investigation was conducted to examine the effects of a formative, video competency on performance in a summative, live competency. Rubrics were used to score performance on two competencies, an oral mechanism exam (OME) and a clinical bedside swallowing examination (CBSE). Performance on the OME was significantly improved in the summative competency, compared with the formative, video competency. Performance on the CBSE did not change from formative to summative competency. Assessment in competency-based education is important as a measure of readiness for entry-level practice. Formative assessment and feedback can improve preparedness and performance on summative competencies. Detailed, criterion-referenced assessment tools are crucial to identifying performance. While the OME rubric used in this investigation appears to meet that standard, it is likely that the CBSE rubric was not specific enough to detect changes.

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.

scholarly journals Maximizing Organizational Performance and Goal-Achievement Through Competency-Based Education

2021 ◽  
pp. 49-55
Author(s):  
King Costa
Keyword(s):  
South Africa ◽  
Organizational Performance ◽  
Organizational Development ◽  
Goal Achievement ◽  
Behavioral Approach ◽  
Organizational Environments ◽  
Competency Based Education ◽  
Competency Based ◽  
Competencies Development ◽  
Different Levels

Maximizing organizational performance and goal-achievement through competency-based education, this chapter focuses on the organizational development of competency-based learning, with respect to how organizations in South Africa should design and deliver programming. This chapter provides readers with a practical and experimental approach that is based on the author's education and extensive experiences. These experiences are drawn from a journey of different levels of delivering competency-based learning to education and industry in South Africa. The author provides a perspective of interpretation for the utilization of a behavioral approach to competencies development in organizational environments. The author proposes learning occurs because of a behavioral approach to understanding competencies as a concept.

Assessing competency using simulation: the SimZones approach

2019 ◽  
Vol 6 (5) ◽  
pp. 262-267
Author(s):  
Christopher Roussin ◽  
Taylor Sawyer ◽  
Peter Weinstock
Keyword(s):  
Medical Education ◽  
Medical Training ◽  
System Development ◽  
Real Life ◽  
Competency Assessment ◽  
Competency Based Medical Education ◽  
Simulation Based ◽  
Competency Based ◽  
The Many ◽  
Structured Approach

IntroductionCompetency-based medical education (CBME) is a system of medical training that focuses on a structured approach to developing the clinical abilities of medical education graduates and practicing physicians. CBME requires a robust and multifaceted system of assessment in order to both measure and guide the progress of learners toward pre-established goals. Simulation has been proposed as one method for assessing competency in healthcare workers. However, a longitudinal framework for assessing competency using simulation has not been developed.MethodsConjecture mapping methodology was used to map Miller’s framework for competency assessment—‘knows’, ‘knows how’, ‘shows how’, and ‘does’—to the five SimZones described by Roussin and Weinstock. The SimZones describe a system of organising the development and delivery of simulation-based education and offer a foundation for both guiding and organising assessment in a simulation context.ResultsA conceptualised alignment of the SimZones with Miller’s pyramid of assessment was developed, as well as a detailed conjecture map. SimZone 0 (auto-feedback) and SimZone 1 (foundational instruction) mapped to ‘knows’ and ‘knows how’. SimZone 2 (acute care instruction) mapped to ‘shows how’. SimZone 3 (team and system development) mapped to ‘shows how’. SimZone 4 (real-life debriefing and development) mapped to ‘does’.ConclusionThe SimZones system of competency assessment offers a robust, flexible, and multifaceted system to guide both formative and summative assessment in CBME. The SimZones approach adds to the many methods of competency assessment available to educators. Adding SimZones to the vocabulary of CBME may be helpful for the full deployment of CBME.

scholarly journals An Automated Approach for Electric Network Frequency Estimation in Static and Non-Static Digital Video Recordings

2021 ◽  
Vol 7 (10) ◽  
pp. 202
Author(s):  
Georgios Karantaidis ◽  
Constantine Kotropoulos
Keyword(s):  
Digital Video ◽  
State Of The Art ◽  
Frequency Estimation ◽  
Real Life ◽  
Ground Truth ◽  
Video Frame ◽  
Indoor Environments ◽  
Electric Network ◽  
Video Recordings ◽  
Different Levels

Electric Network Frequency (ENF) is embedded in multimedia recordings if the recordings are captured with a device connected to power mains or placed near the power mains. It is exploited as a tool for multimedia authentication. ENF fluctuates stochastically around its nominal frequency at 50/60 Hz. In indoor environments, luminance variations captured by video recordings can also be exploited for ENF estimation. However, the various textures and different levels of shadow and luminance hinder ENF estimation in static and non-static video, making it a non-trivial problem. To address this problem, a novel automated approach is proposed for ENF estimation in static and non-static digital video recordings. The proposed approach is based on the exploitation of areas with similar characteristics in each video frame. These areas, called superpixels, have a mean intensity that exceeds a specific threshold. The performance of the proposed approach is tested on various videos of real-life scenarios that resemble surveillance from security cameras. These videos are of escalating difficulty and span recordings from static ones to recordings, which exhibit continuous motion. The maximum correlation coefficient is employed to measure the accuracy of ENF estimation against the ground truth signal. Experimental results show that the proposed approach improves ENF estimation against the state-of-the-art, yielding statistically significant accuracy improvements.

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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