The Journal of Competency-Based Education最新文献

{"title":"“A metamorphosis of the educator”: A hermeneutic phenomenology study of the perceptions and lived experiences of the 6–12 educator in transitioning from teacher-centered to student-centered learning","authors":"Peter J. McPherson","doi":"10.1002/cbe2.1230","DOIUrl":"10.1002/cbe2.1230","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite large amounts of research documenting, the transition to student-centered learning from the perspective of the student, minimal literature exists describing the lived experience, and perceptions of Idaho teachers and principals when transitioning from teacher-centered to student-centered learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>The purpose of this study was to explore in specific detail the perceptions and lived experiences of Idaho teachers and building principals in transitioning to student-centered learning, and thereby assists in filling in the literature gaps surrounding this topic. Six middle and high school teachers and four building principals were asked to describe and reflect on their perceptions and lived experiences in transitioning from teacher-centered to student-centered learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This hermeneutical, qualitative phenomenological study used a constructivist theoretical framework to assist the researcher in identifying and conveying each participant's deep, rich experience. In-depth interviews were used to gather responses, and the data were transcribed and coded into three major themes, with keywords and terms from the participants supporting each theme.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Discussion</h3>\u0000 \u0000 <p>The three themes that emerged when identifying and describing the perceptions and lived experiences of the participants in transitioning to student-centered learning were a shift in philosophy of education, changes in methods and pedagogy, and the importance of relationships between teachers, principals, and students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Key findings from the study suggest that in order to effectively transition from teacher-centered to student-centered education, cognitive changes in an educator's philosophy and mindset, along with social adjustments addressing relationships, connections, and experiences must be recognized and even embraced.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"6 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1230","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"99785263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aligning postsecondary institutions to external standards with relational databases","authors":"Ben Mayfield","doi":"10.1002/cbe2.1221","DOIUrl":"https://doi.org/10.1002/cbe2.1221","url":null,"abstract":"<p>Administrators of higher education are all too familiar with aligning their institutions to a high volume of standards, regulations, and other external criteria. Managing the alignment of those standards to curricula and policies may be perceived as an insurmountable task, often leading to haphazard and inconsistent documentation methods from department to department. Alignments of standards to one aspect of the university may be out of sync with a similar alignment produced in another area. The development of a relational database of standards can greatly improve an institution’s effectiveness in demonstrating alignment. Such an approach is not limited to institutions that utilize a competency-based model, but it does provide a logical method to demonstrate their alignment; competency statements are poised to demonstrate how external elements are addressed in a program.</p><p>These categories of entities are certainly not exhaustive, but they demonstrate the need for institutions to catalog and organize their approach methodically when aligning programs and policies to external elements.</p><p>Whether searching for a standard, regulation, rule, or any other external element, there is no single source of data that contain all elements in one repository. Usually, elements are published in a variety of official sources across the Internet. When an institution is ready to audit its compliance with external elements, it must first identify and retrieve the official publication, review it, and begin the painstaking process of mapping out the alignment of programs and policies. Then, this process is repeated for each individual entity with which the institution must align.</p><p>A carefully designed relational database can play a critical role in an institution’s approach to aligning with external entities. This author’s institution has developed a <i>Standards and Regulatory Tracking</i> database, referred to using the acronym STaRT. While the design and function of the STaRT database is customized to the institution’s unique model and program offerings, the general description of standards database applications is applicable to all institutions of higher learning.</p><p>An entity relationship diagram is illustrated in Figure 1. This diagram does not contain every field for every table, but provides a general conception of the structure and relationship of the database. The Standards Objects described above are located in the left column of the database. The Curriculum Objects are in the right column, and the Alignment Objects in the center column.</p><p>The objects are linked together with a hierarchical (parent/child) model, using tables for entities, collections, parent elements, and child elements. For example, Figure 1 shows tables for Body, Collection, Parent Element, and Child Element. The Body represents an external entity as a whole. A Body is a parent to the Collections of the Body, as one body may have one or more Collections of standard","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91807056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making sense of K-12 competency-based education: A systematic literature review of implementation and outcomes research from 2000 to 2019","authors":"Carla M. Evans,&nbsp;Erika Landl,&nbsp;Jeri Thompson","doi":"10.1002/cbe2.1228","DOIUrl":"https://doi.org/10.1002/cbe2.1228","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Competency-based education (CBE) is a systems-change approach intended to re-shape traditional understandings of what, when, where, and how students learn and demonstrate academic knowledge and skills. Research on the factors that affect K-12 CBE implementation and the efficacy of different approaches has not yet been meticulously reviewed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The purpose of this literature review was to examine the research on K-12 CBE for factors that affect implementation, student outcomes, and the relationship between implementation and student outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A systematic literature review was conducted that included 25 peer-reviewed studies and unpublished reports from 2000 to 2019 related to K-12 students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Facilitators and barriers that affect K-12 CBE implementation were fairly consistent across studies. Factors perceived as barriers in some contexts were viewed as facilitators in others—it all depended on stage of implementation. Findings about the outcomes of CBE for K-12 students reflected mixed results with respect to claims that CBE implementation supports (a) academic achievement and progress; (b) intrinsic motivation and engagement; and (c) other important academic outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Undergirding all findings in this review is the difficulty of isolating the research on implementation and outcomes of K-12 CBE approaches in some “pure form.” It may make more sense for the field to coalesce around a common continuum of practices in relation to the key elements of CBE from more traditional models to more competency-based models. Also, assessment as a key feature of CB implementation was absent from most of the studies reviewed which is notable given that determining competence is fundamentally an assessment decision. Directions for future research are discussed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>For many, the promise of CBE and related practices is that student achievement will improve and minimize equity gaps. This systematic review serves to amplify what is known about CBE approaches and what still needs investigation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1228","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91830124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial for JCBE","authors":"Deb Eldridge","doi":"10.1002/cbe2.1231","DOIUrl":"https://doi.org/10.1002/cbe2.1231","url":null,"abstract":"<p>This JCBE issue is the fourth and final issue in Volume 5 and closes out 2020. I want to thank everyone for their continued support of the journal during this unprecedented year of a global pandemic. I wish all good things to our authors, reviewers, associate editors, editorial board, publisher, and readers in 2021!</p><p>This issue has five articles, a book review, and a special editorial that represent a broad range of insights into Competency-Based Education (CBE) and Learning (CBL) from diverse perspectives, methods, and settings. The first manuscript, <i>Making sense of K-12 competency-based education: A systematic literature review of implementation and outcomes research from 2000 to 2019</i>, comes from Dr. Carla Evans and her colleagues at the National Center for the Improvement of Educational Assessment. The article presents barriers and facilitators to outcomes, all of which were mixed. As a result, the authors suggest that the field should coalesce around a continuum of CBE practices. As an aside, there are a number of excellent tables that synthesize the studies the authors reviewed, the factors that affect CBE implementation, and the impact of CBE elements on outcomes which are solid resources for all of us interested in CBE.</p><p><i>Comparing goals to outcomes for graduates of a competency-based education program</i> comes to JCBE from Dr. Michelle Navarre Cleary at College Unbound. The author explores preprogram goals identified in the areas of personal, professional, and community, or social, goals and compares them with the graduates’ reported outcomes. The results underscore the value of competency-based education in achieving personal and professional goals. Details of the methodology and inclusion of the survey offer opportunities for replication in diverse contexts.</p><p>Drs. Melissa Bowman Foster and Christopher Jones at Winston-Salem State University explore the effects of delivery methods on the development of competency levels in their manuscript, <i>The effects of competency-based education delivery methods on competency level: A quantitative study</i>. Focused on the developing competency levels of 15 graduate students in a Masters of Healthcare Administration (MHA) program, their manuscript suggests that CBE delivery models are effective in supporting increased levels of competency.</p><p>An editorial by Mr. Ben Mayfield of Western Governors University serves as a section break between the research presented in the previous three articles and the original research, case study, and book review that follow. <i>Aligning postsecondary institutions to external standards with relational databases</i> is a technical piece with practical applications. CBE institutions, often queried about how competencies and standards are related, will find ample information to “make their case” and answer curricular and other queries with the database example that Mr. Mayfield provides.</p><p><i>Competency-based learning (CBL)</i>: <i>D","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1231","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91830125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competency-based curriculum transition: A conceptual framework","authors":"Dave Carlgren","doi":"10.1002/cbe2.1229","DOIUrl":"10.1002/cbe2.1229","url":null,"abstract":"<p>As the 21st century has just passed its 20th year, there have been some changes to educational policy and practice in domains in many countries around the world, including more than 4.1 million children in 137 countries participating in skill development programmes aimed at fundamental learning. Few of these have reached to secondary schools. The primary goal of this article was to present aspects of a framework that may be useful in designing curriculum to incorporate competencies to make changes to existing educational practice. The considerations presented are not knew to those with existing competency-based education (CBE) frameworks, the orienting aspects of Integral Theory may provide some insights for ideal CBE implementation. Why is it that high schools globally are not adopting CBE within their districts? With the majority of the world population in China and India following traditional models of educational practice, perhaps a clear explanation of the necessary considerations for the implementation of CBE has not been represented. It is worthy of note that, based on research results, the majority of the educational reform in both of these populous nations occurs at the postsecondary level. As an attempt to encompass all that is required for an ideal implementation of CBE, three interconnected sets of recommendations are made as areas of implementation focus: ensuring a learner focus and various pathways from a Policy perspective, feedback and the role of the teacher from the Practice level, and communication from the Process level.</p>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"6 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1229","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78974452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making sense of K‐12 competency‐based education: A systematic literature review of implementation and outcomes research from 2000 to 2019","authors":"Carla M. Evans, Erika Landl, Jeri Thompson","doi":"10.1002/CBE2.1228","DOIUrl":"https://doi.org/10.1002/CBE2.1228","url":null,"abstract":"Correspondence Carla M. Evans, National Center for the Improvement of Educational Assessment, 31 Mount Vernon Street, Dover, NH 03820, New Hampshire. Email: cevans@nciea.org Abstract Background: Competency-based education (CBE) is a systems-change approach intended to re-shape traditional understandings of what, when, where, and how students learn and demonstrate academic knowledge and skills. Research on the factors that affect K-12 CBE implementation and the efficacy of different approaches has not yet been meticulously reviewed. Aims: The purpose of this literature review was to examine the research on K-12 CBE for factors that affect implementation, student outcomes, and the relationship between implementation and student outcomes. Methods: A systematic literature review was conducted that included 25 peerreviewed studies and unpublished reports from 2000 to 2019 related to K-12 students. Results: Facilitators and barriers that affect K-12 CBE implementation were fairly consistent across studies. Factors perceived as barriers in some contexts were viewed as facilitators in others—it all depended on stage of implementation. Findings about the outcomes of CBE for K-12 students reflected mixed results with respect to claims that CBE implementation supports (a) academic achievement and progress; (b) intrinsic motivation and engagement; and (c) other important academic outcomes. Discussion: Undergirding all findings in this review is the difficulty of isolating the research on implementation and outcomes of K-12 CBE approaches in some “pure form.” It may make more sense for the field to coalesce around a common continuum of practices in relation to the key elements of CBE from more traditional models to more competency-based models. Also, assessment as a key feature of CB implementation was absent from most of the studies reviewed which is notable given that determining competence is fundamentally an assessment decision. Directions for future research are discussed. Conclusion: For many, the promise of CBE and related practices is that student achievement will improve and minimize equity gaps. This systematic review serves to amplify what is known about CBE approaches and what still needs investigation.","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77175596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of class peer-review under varied multiple review designs: A teaching method with homeschooling format","authors":"Daniel Friedrich","doi":"10.1002/cbe2.1227","DOIUrl":"https://doi.org/10.1002/cbe2.1227","url":null,"abstract":"<p>In times of pandemic-related university shutdowns and a shift of teaching to homeschooling, alternative educational methods are more in demand than ever. The class peer-review (CPR) method offers the opportunity for students to evaluate each other and share knowledge during their private learning time. This study reports on a CPR which was conducted out-of-class with 39 students in Business Management. Participants were asked to write an essay about a case on Marketing and then conduct two reviews. Subsequently, the difference between reviews in the same topic of the own manuscript or in two different exam-relevant subjects was investigated and the effect on exam performance and participants’ attitude was measured. The results showed that the final grades after CPR with thematically similar reviews were on average better than those of the comparison group. This was due to the fact that the reviews were more critical and technically more profound and generated a greater amount of knowledge among the authors. Carrying out several reviews in other subject areas led to a higher self-assessment of knowledge uptake, but was too superficial for the exam. If the learning objective is more of a narrowly defined and in-depth topic area, a CPR out-of-class with two to three reviews in the manuscript's own topic is recommended, in order to generate the highest possible level of knowledge for others as well as for oneself.</p>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1227","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91937737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of competency-based education delivery methods on competency level: A quantitative study","authors":"Melissa R. Bowman Foster,&nbsp;Christopher M. Jones","doi":"10.1002/cbe2.1226","DOIUrl":"https://doi.org/10.1002/cbe2.1226","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Competency-based education (CBE) is a quickly evolving, new concept to higher education. Within the CBE context, new delivery methods for course materials create an atmosphere that is highly supportive of learning and allows flexibility for learners who may have already acquired certain knowledge and desire to move on to unknown curriculum. Although many programs, faculty, and students can and do benefit from this new concept, data must also be present to support the validity of this new method as CBE continues to grow in popularity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <div>The research presented tested 3 hypotheses:\u0000\u0000 <ul>\u0000 \u0000 <li>H1₀: No change was found in the overall competency level of students on the pre-and post-assessment</li>\u0000 \u0000 <li>H1_a: A decrease was found in the overall competency level of students on the pre-and post-assessments</li>\u0000 \u0000 <li>H1_b: An increase was found in the overall competency level of students on the pre-and post-assessments</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Pre- and postself-assessments were given to a group of graduate students currently enrolled in a CBE program.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>The results did support one of the hypotheses showing a change in the overall competency level of students on the pre- and postself-assessment. The results support successfulness of the CBE methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>It is recommended more research be completed to include different degrees, curriculum, and CBE methods. This data can be combined to form a big data set to conduct more valid studies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1226","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91858259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competency-based learning (CBL): Developing a competency-based geometry methods course","authors":"Joohi Lee PhD,&nbsp;Mohan Pant PhD","doi":"10.1002/cbe2.1224","DOIUrl":"https://doi.org/10.1002/cbe2.1224","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to investigate the feasibility and efficacy of competencybased course (Conceptual Geometry). In addition, this paper presents the procedures of developing competency-based course which include mapping out competencies of the course, developing a set of assessment instruments (e.g., diagonal, pre-and post-unit assessments, CBL comprehensive pre-and post-assessments).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>One hundred seventy-nine graduate students who enrolled in a 5-week Conceptual Geometry online course participated in this study. During the session, three sets of assessments were administered to assess the baseline of student knowledge (diagonal assessment), effectiveness (comprehensive pre-and post-assessments, and student content knowledge (5 sets of pre-and post-unit assessments).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results of this study showed that implementing an online CBL course is feasible and effective at a course level. Students showed higher scores on all of the post-unit assessments (<i>M</i> = 95.45, <i>SD</i> = 4.62) than on the pre-unit assessments (<i>M</i> = 69.42, <i>SD</i> = 7.77). This result supports the increase of student knowledge associated with geometry contents and pedagogy. The post-comprehensive assessment results show an increase of student efficacy in geometry knowledge and skills using CBL course (pre-assessment: <i>M</i> = 4.49, <i>SD</i> = 0.86; and post-assessment: <i>M</i> = 5.14, <i>SD</i> = 0.40) which supports the increase of student efficacy of both content and pedagogical knowledge.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1224","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91842767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing goals to outcomes for graduates of a competency-based education program","authors":"Michelle Navarre Cleary","doi":"10.1002/cbe2.1223","DOIUrl":"https://doi.org/10.1002/cbe2.1223","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The case for the efficacy of competency-based education (CBE) has been hampered by the lack of research on the outcomes of CBE programs. Because so many programs are relatively new, the outcomes data that have been published do not extend much beyond graduation. In addition, it focuses almost exclusively on job-related outcomes even though CBE learners have multiple goals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study seeks to assess the enduring outcomes of a CBE program by comparing the goals students articulated upon starting the program to the outcomes they identified several years after it.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The initial goals that 68 graduates articulated when they began this program were used to develop a survey that was sent to the 58 students for whom contact information was available. Thirty-three responded to the survey, resulting in a 57% response rate.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results &amp; Discussion</h3>\u0000 \u0000 <p>This CBE program had an enduring positive impact on the goals the students articulated when they started the program. Students started the program with more professional and personal than social goals, and they reported more professional and personal outcomes. The impact of the CBE program was most pronounced in personal outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study offers a limited contribution to the nascent research into the efficacy of CBE. It raises several questions for further study, including the extent to which the primary value of CBE is degree completion.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1223","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91842769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}