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Administrators and policy makers are increasingly advocating for direct-assessment competency-based programs to increase access to higher education, decrease costs, and improve learning outcomes and completion rates. In this presentation, we will relay the experience of two institutions that implemented competency-based education—one independently and one through a third-party partnership.OUTCOMES: Discuss the core requirements and considerations for designing competency-based, direct-assessment programs * Analyze different institutional approaches to developing a competency-based degree program * Advocate for competency-based, direct-assessment programs using quantitative and qualitative data from existing programs http://www.educause.edu/annual-conference/2014/direct-assessment-successes-challenges-and-advice-maturing-cbe
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Successes, Challenges, and Advice for Maturing Competency-Based Education
DIRECT ASSESSMENT
Date: Wednesday, October 1, 2014 Time: 1:30 PM Room: W307C/D
Jeff Grann Academic Director of Assessment and Learning Analytics Capella University Hadassah Yang Assistant Vice Chancellor, Institutional Research and Planning Brandman University Caroline Masse, Director of Instructional Design Flat World Education Mindy Gruba, UX Researcher Flat World Education
ABOUT US
Direct Assessment: Successes, Challenges, and Advice for Maturing Competency-Based Education. Learning Outcomes 1. Discuss requirements and considerations for designing
competency-based, direct assessment programs
2. Analyze the different institutional approaches
3. Advocate for competency-based, direct-assessment programs using quantitative and qualitative data
OUR GOAL
STAKEHOLDERS
Think about your…
Students Faculty
Employers Institutional Leaders
ABOUT YOU
How far along are you in the development of Competency-Based Education (CBE) at your institution? A. We haven’t thought about CBE. B. We are researching CBE.
C. We are not interested in CBE.
D. We’re currently developing CBE.
E. We already have CBE.
BRANDMAN’S MISSION & VISION
Mission The mission of Brandman University is to provide students with a dynamic education based on excellence and flexibility that creates lasting value and relevance for evolving careers. Vision Brandman University will be the recognized leader in the evolution of adult learning.
BRANDMAN’s HISTORY
BRANDMAN’S LEARNERS
CAPELLA’S HISTORY
• Accredited, online university for working adults • Nearly 35,000 students from all 50 states & 59 countries • 34,977 alumni • Over 135 bachelor’s, master’s & doctoral specializations
• Headquarters: Minneapolis, MN • Founded: 1993 – First online degree institution • FlexPath 2013 – First direct assessment program
• Information technology
• P–12 education
• Psychology
• Public administration
• Public safety
• Social work
• Nursing
• Health care
• Business management
• Counseling
• Higher education
• Human capital management
THE TERMINOLOGY
Competency-Based Education (CBE) An educational approach focuses on outcomes of learning & based on a predetermined set of knowledge, skills, and abilities that the student is expected to accomplish.
Direct Assessment An instructional program that, in lieu of credit hours or clock hours as a measure of student learning, utilizes direct assessment of student learning, or recognizes the direct assessment of student learning by others.
CBE Direct Assessment
THE TERMINOLOGY
Program Design
BRANDMAN’S APPROACH
Competencies What knowledge, skills and abilities does the graduate need to obtain to be ready for today’s workforce? What are the desired results or outcomes?
Summative Assessment What evidence will prove that a student has achieved mastery of a competency?
Formative Assessments How will students know how close they are to demonstrating competence?
Learning Activities What experiences best prepare a student to demonstrate mastery?
Backwards Design Process
Content What content best supports the formative assessments and learning activities?
Learning Management System
BRANDMAN’S APPROACH
ADAPTIVE LEARNING
MOBILE LEARNING
RICH CONTENT
DIGITAL BADGES
SOCIAL LEARNING
LEARNING ANALYTICS
CAPELLA’S APPROACH
Program Design
Employer University Industry Alignment
Graduate Preparedness
Degree Program Outcomes Position
Course Competencies Desired Skills & Abilities
Activity Criteria Demonstrated Competence
Grade Faculty Judgments
Performance History
Employers seek skilled workers
with industry’ relevant &
current skills
practical experience
and a record of accomplishment
Universities confer degrees
for completing a series of courses
in which students learn
and are assessed
CAPELLA’S APPROACH
Authentic Assessment
CAPELLA’S APPROACH
CAPELLA’S APPROACH
Tuition
BRANDMAN’S DIRECT ASSESSMENT
BRANDMAN’S DIRECT ASSESSMENT
Competency Overview
BRANDMAN’S DIRECT ASSESSMENT
Competency Content
BRANDMAN’S DIRECT ASSESSMENT
Student Dashboard
3!47!0! 120! 8!
BRANDMAN’S DIRECT ASSESSMENT
Coach Dashboard
BRANDMAN’S DIRECT ASSESSMENT
Faculty Dashboard
CAPELLA’S DIRECT ASSESSMENT
FlexPath’s Flat Tuition Model
CAPELLA’S DIRECT ASSESSMENT
FlexPath Support Structure
FlexPath Faculty Tutoring Faculty Coaching Faculty
• Focus on assessment and evaluation
• Emphasis on substantive feedback to learners
• Schedule that allows for 24 - 48 hour turnaround on assessments
• Less direct interaction with learners
• Close relationship with coaches and tutors
• Content experts • Assigned to each course • Roles filled by Capella
doctoral learners • Proactive/visible resource
within the courseroom and iGuide
• Close relationship with coaches and faculty
• 1:1 coach to learners • Focus on learner
progress and holding them accountable
• Moving from a reactive customer-service focus (transactional) to a proactive coaching relationship
• Close relationship with faculty and tutors
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STAKEHOLDERS
Think about your…
Students Faculty
Employers Institutional Leaders
THE CLOUD
SUCCESS SUCCESS
What People Think It Looks Like
What It Really Looks Like
OUR SUCCESSES
Curriculum development by faculty from 2 schools Joint venture between a university and a content partner Redefining “success” in an academic program Incorporation of new higher education technology innovations
CAPELLA BRANDMAN
Rapid FlexPath growth and expansion FlexPath learners are: ● progressing quickly ● highly satisfied ● saving money ● academically successful
Over 20 FlexPath graduates
OUR CHALLENGES
Unclear definitions and requirements Information technology limitations Minimally Viable “student-ready” Product mindset for pilot
CAPELLA BRANDMAN
Challenge defining CBE and Direct Assessment to students Communication and misconceptions within the university Minimally Viable Product mindset
OUR RECOMMENDATIONS
Conduct market research Get buy-in from university stakeholders Develop detailed project plan Establish strong academic policy foundation Redefine authentic assessment design Create ad hoc committees for student services and curriculum/assessment development Strategize for continuous improvement of the project plan
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REFLECTION
How ready are you? I plan to take action in…. A. 0-6 months B. 7-12 months C. 12+ months
D. I don’t plan on taking action
HELP US IMPROVE AND GROW
Thank you for participating in our session.
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COPYRIGHT This presentation leaves copyright of the content to the presenter. Unless otherwise noted in the materials, uploaded content carries the Creative Commons Attribution-Non Commercial-Share Alike license, which grants usage to the general public with the stipulated criteria.
