Competency Based Learning based on NEP 2020.pdf
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Competency Based Learning based on NEP 2020.pdf
- 1. Competency-Based Education A Shift From Content Mastery To Skill Application BY DR SUSHMA SINGH
- 2. Understanding competency-based Education (CBE). Exploring its significance in Social Science classrooms. Practical strategies for implementing CBE. Strategies to attempt competency based questions
- 3. • KNOWLEDGE – Observable • ATTITUDE (Ability) – Measurable • SKILLS - Performance Based Competency
- 4. • What CBA is and how it focuses on students' application of knowledge, skills, and attitudes (abilities) in real-life contexts. • Difference between traditional education and competency-based education. What is Competency-Based Education? Share your understanding or experiences with competency-based learning or assessment.
- 5. CBE aligns with the goals of CBSE and prepares students for real-world challenges. Critical Thinking Problem Solving Communication Asking students to examine the causes and consequences of a historical event or evaluate the effectiveness of a government policy. Instead of direct answers, CBA often asks students to demonstrate their thought process and problem-solving skills. Example: Students analyze a civic issue (e.g., water crisis or waste management) and propose sustainable solutions.. • Activities like mock interviews or debates help assess communication, critical thinking, and collaboration skills in real-time.
- 6. RECOMMENDATIONS OF NEP -2020 • Away from Rote Learning – Leaning how to learn • Flexibility in choosing the subject • Ethical and Moral Reasoning • Gender Sensitivity • Citizenship Skills • Focus on Scientific Temperament • Language Proficiency • Mathematics and Mathematical Thinking • Data Science, Artificial Intelligence • Shift in the focus of Assessment
- 7. DIFFERENCE BETWEEN TRADITIONAL EDUCATION AND COMPETENCY-BASED EDUCATION Aspect Traditional Education Competency-Based Education (CBE) Focus Memorization and recall of content. Application of knowledge, skills, and attitudes. Nature of Questions Direct, fact-based, objective questions. Open-ended, situational, problem-solving tasks. Learning Outcomes Not always explicitly defined or linked to real- world relevance. Well-defined competencies aligned with practical applications. Assessment Method Written exams with limited interaction. Varied methods: role plays, projects, portfolios, peer reviews. Feedback Often delayed and focuses on marks or grades. Timely, constructive feedback that highlights areas for growth. Student Role Passive receiver of knowledge; focus on getting the “right answer.” Active participant; focus on process, reasoning, and creativity. Adaptability One-size-fits-all approach. Personalized to individual
- 8. Tools for Assessing Competencies • Through Rubrics • Portfolio – Physical, E-Portfolio • Integrated assessment with teaching • Adaptive Assessments 1. Use of Technological Tools 2. School Based Assessment 3. Child Centered Assessment 4. Cooperative Learning and Peer Based Assessment
- 9. •The NEP 2020 calls for a shift from (an assessment system) that is summative and primarily test rote memorization skills to one that is more regular and formative, is more competency based, promotes learning , development of students analysis, critical thinking and conceptual clarity. •Competency based education (CBE) is an approach to teaching, learning and assessment that focuses on the students demonstration of learning outcomes and attaining proficiency in particular competencies in each subject.
- 10. •Teaching which uses a CBE methodology works to empower students and provide them with a meaningful & positive learning experience. •It places the learner at the center and actively engages them in learning process. •It emphasizes real-world applications of Knowledge , skills and authenticity of the learning experience •Equity (Equal opportunities for all)
- 11. •Differentiated support based on students individual learning needs •Progress based on evidence of mastery rather than time in the classroom •The use of formative assessment, particularly peer and self assessment, where students are encouraged to reflect their own work and identify areas for improvement
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- 14. Traditional Assessment Example: Question: List the causes of the Revolt of 1857. • This focuses on recall and rote memorization. Competency-Based Assessment Example: Task: Imagine you are a newspaper reporter in 1857.Write a report describing the Revolt of 1857 from your region’s perspective. Include key events, causes, and reactions of the people. ○ This evaluates historical empathy, writing skills, analysis, and application of knowledge in a real-world format.
- 15. Aligning Bloom Taxonomy with Competency Based Assessment
- 16. Aligning Bloom Taxonomy with Competency Based Assessment
- 17. WAYS AND STRATEGIES TO ATTEMPT COMPETENCY- BASED QUESTIONS IN CBSE BOARD Competency-based questions (CBQs) in Social Science assess students' ability to apply concepts, skills, and values to real-life, civic, economic, geographic, and historical contexts. CBSE’s question papers now include case-based, source-based, and situation- based questions that promote critical thinking, decision-making, and problem- solving linked to real-world applications in society.
- 18. CBSE question papers typically include these types of CBQs: 1. Case-Based Questions: Involves a real-life situation or a case study followed by comprehension and analytical questions. 2.Situation-Based Questions: Relates to day-to-day experiences or tasks. 3.Higher-Order Thinking Questions: Requires critical thinking, reasoning, or creative problem-solving. 4.Integrated Questions: Combines multiple concepts or disciplines.
- 19. 1. Remembering (Recall facts and basic concepts) Q: When and where was the Non-Cooperation Movement launched by Mahatma Gandhi? 2. Understanding (Explain ideas or concepts) Q: Explain the significance of the Khilafat Movement in strengthening Hindu-Muslim unity during the freedom struggle. .
- 20. 3.Applying (Use information in new situations) Q: Imagine you are a student in 1921 during the Non-Cooperation Movement.What steps would you take to support the movement in your locality? 4.Analyzing (Draw connections among ideas) Q: Compare the impact of the Non-Cooperation Movement in the urban areas and the countryside. How were they different? . .
- 21. 5. Evaluating (Justify a stand or decision) Q: Do you think Gandhi's decision to call off the Non-Cooperation Movement after the Chauri Chaura incident was justified? Give reasons for your answer. 6. Creating (Produce new or original work) Q: Create a slogan or a message that could have been used during the Non-Cooperation Movement to motivate people to join. . .
- 22. Thank you