CEC Module8-Competency based education
- 1. Centre of Assessments for Excellence Competence Enhancement Course for K-12 Educators
- 2. ü22% of the world’s population is in India and 46% of the world’s illiterate population is also in India. üHas the capacity building exercise of India’s education sector been adequately followed up by the setting of high standards of education? üPolicy-makers can often be obsessed with the quantity and scale of resolution of the issue of literacy. Standardization of curriculum has led to lesser engagement with subjective experiences and a certain fragmentation of the lives of students.
- 3. • If you have logged in, please watch this video. The link is in the chat box: • https://www.youtube.com/watch?v=In0qjHXruM0&list=TLPQ MjEwNzIwMjAWxfFER42XnQ&index=2- EOMS 3
- 4. COMPETENCY BASED EDUCATION Benjamin Franklin said- “An investment in knowledge pays the best interest”.
- 5. Session Objectives Together we should be able to • Understand CBE • Analyse the potential challenges in implementation • Plan to initiate strategies for implementation of CBE • Evaluate its importance as compared to traditional education
- 6. Valuesat the Core • Respect • Responsibility • Resilience • Integrity • Care • Harmony Social and Emotional Learning Emerging 21st Century Competencies
- 7. What is CBE ? • Competency-based education is an approach to designing academic programs with a focus on competencies (knowledge, skills and abilities) rather than time spent in a classroom. • It combines an intentional and transparent approach to curricular design.
- 8. What is CBE-contd? 8 ü It is a model in which the time it takes to demonstrate competencies varies and the expectations about learning are held constant. ü Students acquire and demonstrate their knowledge and skills by engaging in learning exercises, activities and experiences that align with clearly defined programmatic outcomes. ü Students receive proactive guidance and support from faculty and staff. Learners earn credentials by demonstrating mastery through multiple forms of assessment, often at a personalized pace.
- 9. Competence Encompasses – all three 9 SKILLS KNOWLEDGE APTITUDE/ABILITIES
- 11. Myths about CBE • Is this just another name for prior learning assessment? These are two different things. Competency-based education is an approach to teaching and learning that clearly identifies the competencies that students must master whereas Prior learning assessment is a tool used to assess learning outside of a student’s academic program. • Is this a fad? Competency-based education has existed for over 40 years. It is now enjoying a resurgence of interest and currently being employed in over 600 programs in US alone. With the promise of better serving students across the country, competency-based education is likely to be long- lasting and transformative for education., thus NCERT has declared 2020’s theme as CBE
- 12. Myths – contd. How do we ensure quality? • Quality in competency-based education programs is ensured in multiple ways. Faculty and subject matter experts (including workforce partners) are engaged in defining rigorous competencies. Third-party partners are used to validate competencies and assessments. • Independent verification of assessments can be used to ensure their rigor. • The Competency-Based Education Network (US) is also developing a set of Quality Standards for CBE to support institutions in developing high quality programs.
- 13. • Students from many different backgrounds can thrive in a competency-based education environment. • Competency based education should be considered an additional option for students, and may not be ideal for everyone. • Programs should be intentionally designed to meet the needs of their target students. Is this for all students? • Although some subjects might lend themselves more easily to a competency- based design, all subjects could be delivered in a competency-based education environment. Is this for all educational programs?
- 14. Myths- contd. Is this actual instruction? One of the hallmarks of competency- based education is student support and regular interaction with teaching faculty. Although the delivery of content might look different from traditional education settings, students are still learning from subject matter experts and being holistically supported by institutions. CBE can offer a learning experience based on responsible innovations integrating emerging technology, predictive analytics, cognitive science,
- 15. Myths- contd. Is CBE expensive to develop and maintain? •It depends on the existing infrastructure and the design plan for the competency-based education you create. •Startup costs can be high, but there can be a relatively short break-even timeline.
- 16. Understanding/Identifying Competency Competency is a set of skills, abilities, knowledge that helps an individual perform a given task in real life. Every learning should go into the imbibing of skills that will help the individual perform tasks or take actions to lead a productive and joyful life. The task could be as simple as going out to buy groceries or as complex as flying a plane. Each of such tasks require a set of skills, abilities, knowledge and even attitudes to be able to perform the task at hand effectively and efficiently.
- 17. Contd. • For buying groceries, the learner should be able to navigate the route to the grocery store on a map, prepare lists of purchases to be made, estimate the expenditure, locate the items in the store, pay the bills, check that the total mentioned in the bill is correct and the list matches the actual purchases, etc. Several competencies are required here to succeed, and all these competencies or skill sets should also be acquired in the process of learning or schooling, only then school education would be considered effective and fruitful. Are we in our schools teaching our children to handle themselves and their lives well, or are we simply teaching-to-test?”
- 18. Defining CBE A way to grow talent and build skills to meet the challenges of the future; A conversation with all stakeholders. Personalized and individualized; An approach with a focus on identifying and recording knowledge, skills and abilities across a broad spectrum.
- 20. Principles of CBE Curriculum design- reflects robust and valid competencies Learner centered- pace and support Appropriate Resources- any time and reusable Flexible staffing roles and structures Measurable and meaningful assessments
- 21. In short- THREE Basic Principles of CBE Learning is a Positive, Inclusive Experience Students Lead Learning Professional Culture is the Foundation of School Culture
- 22. General Communication Strategies ü Use multiple pathways and messages üKnow your learners and meet their needs as far as possible; ü Anticipate questions and prepare responses ahead of time; ü Rely on lessons learned/previous knowledge( self and learners) and publicly available sources to help craft messages; üProvide specific examples; ü Keep communication simple and avoid jargon, but look for ways to make it fun; Repeat, repeat, repeat; and Practice.
- 23. Activity Same Story Different Endings 23
- 24. • One Moral: First identify your competence and then decide the playing field. • Hence, never give up when faced with difficulties. Pool your resources, work as a team and recognize your competencies. • Another moral: stop competing against a rival rather compete against the situation EOMS 24
- 25. Activity EOMS 25 Write at least three skill sets required for the following tasks? Riding a bicycle Making an Igloo Growing corn
- 26. CBE - basics üThe initiative proposes learning outcomes and competencies along five dimensions: üapplied learning, üintellectual skills, üspecialized knowledge, übroad knowledge, ücivic learning.
- 27. The NEED for CBE vTo understand the relationship between Competency-based Education and Learning Outcomes, please note the following: v What is it that the student should be able to do after student has undergone the learning process- Demonstrate the Outcome of Learning or Learning Outcome v What is it that the student needs to learn/know in order to demonstrate that particular set of Learning Outcomes- Curriculum v What are the classroom transactions, activities, that will become the basis for this kind of defined outcome of learning- Pedagogy vHow will the teacher check the learning or how will the student demonstrate that learning-- Assessment v How will teacher know at what level of learning the student is- Criterion Referenced Testing and tracking vWhat is the sum total of Learning Outcomes, Curriculum, pedagogy, assessment and criterion referenced testing/tracking as mentioned in the bullets above- Competency-based Education
- 28. Hence: CBE is The initiative to bridge the gap between the requirements of market requirements or workplace needs and postsecondary education’. In Short:- •Competency-based education (CBE) can help the nation meet its graduation goals and address the shortages of skilled workers that are emerging as the economy improves. •Several colleges have begun to develop CBE programs, •In US, college leaders report that developing CBE programs offers opportunities to personalize the educational experience for students. •College leaders also say that CBE offers opportunities to develop partnerships with local business and to work with faculty in cultivating a vision for change in higher education.
- 29. Four Pillars of CBE Objectives ü To follow a more practical and professional approach where first of all predefined, real life based, application-oriented competencies are defined. ü To ensure attainment of competencies through precise measurable learning outcomes in behavioural terms. ü To go beyond mere accumulation of knowledge from textbooks and tests to enable students to practice acquired competencies in their daily life. Content ü Competency based education focuses on minimum required core content. ü It specifically defines competencies to be attained after a certain time interval in which a specific part of the curriculum has been covered
- 30. Four Pillars of CBE-contd. Pedagogy • Pedagogical processes are child centric and inclusive in nature as the focus is on individual achievement. • Cross-curricular or interdisciplinary instruction (including scholastic as well as co- scholastic areas such as Arts, Story Telling, Sports, Work Education and SEWA etc.), • Collaborative Learning, Cooperative Learning, Reciprocal Teaching, Discussions, Group Projects, Peer Tutoring, Blended learning with integration of ICT (Flipped Classrooms), Computational learning based on logical reasoning, decomposition, patterns, Experiential Learning, Problem Based Learning, Games, Case Studies, Simulations, Portfolios, Presentations, Projects are the main teaching-learning processes under this approach. • The idea is to support student’s ability to become an independent/self-reliant and lifelong learner by using a variety of interactive methods. • Pedagogies also take care of individual differences of students, issues of social nature of learning and present challenges in a graded manner to make learning child-centered.
- 31. Four Pillars of CBE-contd. Assessment • Criterion reference assessments that measure the attainment of Learning Outcomes are essential feature of CBE. • It involves Objective as well as Performance Assessments. • Objective Assessment have predetermined, correct responses items like MCQs, oral responses to questions, and short-answer written responses based on what students know and know how to do. • In performance assessments, focus remains on what learners can do with their knowledge involving assessments of critical thinking, synthesis and affective and psychomotor skills. • Reporting of Assessment result is done on the basis of rubrics and students must be able to demonstrate required level of competency in order to progress to higher grades.
- 32. CBE defies: • It is contrary to traditional learning approach which keeps increasing the content by following the inconsistent principle ‘greater the content, greater the achievement of students. EOMS 32
- 33. Learning Outcomes and linking them with pedagogical processes is crucial to the success of CBE- Attention is drawn to the following concepts and suggestions: Learning Outcomes (LOs) • These are formal statements that tell us what a student is able to do after learning a given topic/concept. • The learning described in outcomes should encompass the essential and significant knowledge and skills students should develop in a course. Thus the students are able to generalize their learning and integrate it with other areas of their lives outside the school. This helps them learn concepts in a more focused and meaningful way.
- 34. Defining LOs- a recap • LO should be a clear and concise statement of the skills that the students will be able to demonstrate after the instruction is over. • LOs should be observable and measurable and clearly understood by all stakeholders – students, parents and teachers. • They delineate not only the cognitive achievement but also the values, life skills and attitudes students would demonstrate at the end of a unit. • Learning Outcomes provide an opportunity for teachers to reflect on the curriculum, context of learning, content, application and assessment to be designed for ensuring the achievement of desirable degree of Learning Outcomes. • Thus, LOs are extremely important tool for students, teachers, parents, administrators and policy makers. • Teachers need to use learning outcomes as a tool for improving education, not as an end in itself.
- 35. LO’s –contd. Writing Learning Outcomes on the basis of the framework provided by NCERT A complete Learning Outcome will consist of: ü An observable behavior or an action verb and any special condition for displaying the outcome. Action verb denotes the intended domain in the taxonomy of cognitive domain and focuses on cognitive processes operating on different kinds of knowledge dimensions like factual, procedural, conceptual and meta-cognitive. ü After the action verb comes subject content for which the action is being taken followed by explicit level of achievement (if not implicit) and condition of performance (if required). The performance level considered sufficient to demonstrate mastery.
- 36. Simple rule of thumb for writing a Learning Outcome is: an action verb/phrase + object of the verb + clause/phrase indicating level of achievement + context or conditions if any.
- 37. Activity • Frame 2 LOs for any subject/topic of your choice. 37
- 38. Quote: “Mapping course objectives to student learning outcomes to achieve student success, that is not new. But taking the course and building it to achieve specific outcomes from the outset, that was new…. I think most courses could benefit from a ground-up review as to what you're teaching and what you expect students to get out of it.” Gina Sprowl Chair- Computer Information Technology, Lone Star College
- 39. LOs usually have the following features: ü Unambiguous language. ü Behavioral activity. ü Measurable outcomes with desired performance criteria. ü Linked to teaching and learning methods. üAssessment and evaluation aligned with overall competencies.
- 40. Challenges in CBE 40 Tremendous disruptive potential Requires a radically different approach to all instructional and support processes Effects curriculum design and delivery, transcripting, scheduling, registration, assessment, financial aid, and faculty and staff roles.
- 41. CBE vs Traditional Education CBE TRADITIONAL EDUCATION 1. Skill based 1. Based on contact hour 2. Coaching 2. Instructing 3. Self-paced and online 3. Seat time 4. Less expensive 4. More expensive 5. Students finish as they are able to 5.End of term
- 42. 7 Workstreams- that organize the areas of functional decision-making and effort required to launch a CBE program. • Strategy and Integration: What is our overall strategy for CBE and how does it fit into our mission? Annual curriculum Plan needs to be aligned. • Organization: What organizational challenges does CBE present and how do we address them? Process development with roles and responsibilities assigned • Program Development: How does a CBE program differ from traditional models and to what extent should we fit CBE into the present model or redesign a new model? Time lines aligned to the ACP • Student Success: How do we ensure student success within a CBE framework? Continuous and embedded assessments • Technology: What technology and data strategy do we need to support CBE? Integration • Management: How can we most effectively coordinate efforts among cross functional teams and responsibilities? Process approach- inter disciplinary • Enrollment and Marketing: What approach to marketing and recruiting will best help us achieve our enrollment and branding goals? Involving and engaging stakeholders
- 43. Benefits of CBE • 5 Major Benefits: FSEAS • Flexible • Self- paced • Engaging • Affordable • Skill based EOMS 43
- 44. Steps to implement CBE The goal is to help you: • develop an innovative curriculum and initiate strategies to meet the unique needs, mission, and context of your institution and the students you serve. • provide a comprehensive approach to strategy planning and execution. • activate institutional engagement and cross-functional collaboration • promote planning for effective scaling. • foster change leadership that helps inspire faculty and staff.
- 45. Think if You have any 45
- 46. Hence: • To transform a program into a competency-based format, the team should agree on: • shared competencies and learning outcomes, • a protocol for calibrating their collective understanding of quality in student work, • a common practice for assessment that includes single-point rubrics and student input.
- 47. Six reasons why we should give the single-point rubric a try. ü It gives space to reflect on both strengths and weaknesses in student work. üIt doesn’t place boundaries on student performance. ü It works against students’ tendency to rank themselves and to compare themselves to or compete with one another.
- 48. Sample Single Point Rubric • Things that were amazing: • Things we can improve: • I will be assessing your essay on its… THESIS STATEMENT • The thesis statement is clear, addresses the prompt, and makes a creative and interesting argument. OVERALL ARGUMENT • The essay’s argument is clear, creative, and consistently supported by the following paragraphs. LENGTH • The essay is 2-3 pages long. GRAMMAR AND FORMATTING • The grammar and formatting in the essay are correct.
- 49. Single Point Rubric It is a relatively new approach which creates a host of advantages for teachers and students- is more individualistic. It states/outlines the standards a student has to meet to complete the assignment; however, it leaves the categories outlining success or shortcoming open-ended.
- 50. Six reasons why we should give the single-point rubric a try- contd It helps take student attention off the grade. It creates more flexibility without sacrificing clarity It’s simple!
- 51. To Do • Identify at least three challenges that you foresee in your organization to implement CBE and provide practical solutions to overcome these challenges.
- 52. Sources • https://www.pinterest.com/pin/389279961524254937/ • https://globalonlineacademy.org/insights/articles/what-should-a- competency-based-school-culture-look-like • https://www.edutopia.org/article/6-reasons-try-single-point-rubric • https://www.youtube.com/watch?v=Z-Rg5HOC2Bg • https://www.youtube.com/watch?v=VnXdj0yqpzI • https://www.youtube.com/watch?v=In0qjHXruM0&list=TLPQMjEw NzIwMjAWxfFER42XnQ&index=2- • CBSE website • NCERT website
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