Transcript Excelsior College

Incorporating Competency-Based
Education Into Assessment
Mika Hoffman
Center for Educational Measurement
Excelsior College
Competency-Based Education:
Model 1
Competencies
Content
Teaching
Learning
Process
Focus
of effort
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Competency-Based Education:
Model 2
Competencies
Focus
of effort
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CBE, PLA, Independent Study
 Most CBE programs inherently do PLA,
since whether people learned the material
through the program or not is not relevant.
 PLA typically does not assume any
instructional component.
 What do assessment-focused CBE
programs do to bridge the gap?
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Example: Language Proficiency in
the DoD
 The Interagency Language Roundtable
(ILR) Proficiency Skill Level Descriptions
define the competency at levels 0 (no
ability) to 5 (educated native speaker)
 Language proficiency is tested for
speaking using the Oral Proficiency
Interview (OPI) and for listening and
reading using the Defense Language
Proficiency Tests (DLPT)
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What do you know?
From a daily newspaper
笔者在地铁东单出口处,见一男子站在草坪当中用水 冲凉,自来水哗
哗流了一地,过了一会儿,他竟然从裤兜里 掏出一小袋洗衣粉,就着水
龙头洗起了衣服,洗完衣服,又 将脚上的鞋脱下来,又刷起了鞋。旁边
一过路人实在看不过 去,上前质问男子“为何到绿地当中冲凉、洗澡"
时,没想 到这男子说;“这水又不要钱,不洗白不洗,洗了白洗!关 你啥事
儿。"说完,提着衣服走了。“真是太缺德了!怎么 就没人管一下呢?"行
人感叹。
1. What did the narrator see?
2. What was the man’s reaction when questioned by the
passersby?
What do you know?
From a letter to the editor about urban safety in Paraguay
La semana pasada escribí sobre la agresividad creciente que se percibe
en muchas esquinas de la ciudad a causa de la presencia de los
"limpiavidrios", desvalidas personas que ofrecen sus servicios en las
calles de la ciudad, estampando esponjas cargadas de agua sucia con
jabón sobre el vidrio, a cambio de propinas.
Justamente ayer, a plena luz del día, en la esquina de Mariscal López y
San Martín, un hombre no aceptó la propuesta de limpieza de su
parabrisas por parte de una mujer, ya que acababa de lavarlo. Ésta, en un
ataque de rabia por el rechazo, le golpeó el techo con el mango del
escurridor y le rayó la pintura. El hombre se bajó para ver los daños y la
mujer se le tiró encima. Al instante acudieron en su ayuda otras personas
que le propinaron no sólo una paliza al conductor, sino que además un
hombre sacó un cuchillo y lo apuñaló. Dejaron al conductor más muerto
que vivo, tirado en la calle.
 What recurring issue is the writer denouncing in the letter?
 What did the woman do to the driver?
What do you know?
Parlons un peu de vos voyages à l’étranger. Est-ce qu’il y a un incident en
particulier dont vous vous souvenez bien les détails? Expliquez-moi ce qui
y est arrivé.
Who gets tested?
 DLPT can be used for
 Job placement
 Qualification for further training
 Academic credit
 Everyone with particular types of jobs gets
tested to qualify
 Not everyone receives instruction
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Who gets taught?
 Selected military personnel scoring well on
a language aptitude test
 Instruction in intensive face-to-face setting
 The amount and type of instruction is
driven by what it takes to pass the exam
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Whew!
 Most CBE programs are not that intensive!
 CBE programs that have grown out of
assessment need other options for helping
students achieve the competencies they
lack coming in.
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Example: Excelsior College
 Associate Degree in Nursing was
completely exam-based for decades
 Eight theory exams
 Exams for general education and prerequisite
requirements
 Performance capstone exam
 Motivation for assessment-based program:
cost and flexibility
 Due to cost and scale of program, options
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for support limited
Mix and Match
 Exams are also used for other degree
programs
 Content not as specialized as for the
nursing theory exams
 Many opportunities for learner support
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Support for all learners
 Textbooks
 MOOCs
 Courses or modules from non-accredited
providers (Saylor, Education Portal,
StraighterLine, Khan Academy, Open
University)
 Online communities (Open Study)
 Practice exams
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Adaptive Learning
 Frequent prompting for comprehension
 System determines what has been mastered
and what still needs to be learned
 Textbook-based
 Content drawn from textbook
 Standalone systems
 Content usually developed/selected by instructional
design team
 Typically course-based
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What about students not in
term-based courses?
 Most adaptive learning packages and
enhanced textbooks are not sold retail
 Need to develop new models not linked to
a particular instructor’s course
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Flexibility
 Some learners need more support than
others
 Learners need more support for some
subject areas than others
 The proliferation of options at varying
costs means that learners don’t have to
purchase a whole course just to have
access to some of the materials
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Ways of Learning
Facilitated
course
Independent
adaptive learning
OER
Continuum of support (and price)
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Our Vision
OER
Adaptive Learning
Courses
PLA
Transfer credit
Exams
Capstone
Assessment
of learning
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Questions?
Mika Hoffman
Center for Educational Measurement
Excelsior College
(518) 464-8773
[email protected]
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