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Competency-Based Program
Curriculum Checklist
Davenport University
August 18, 2015
Purpose of Document
To provide the University Curriculum Committee (UCC) with a
process to review curriculum for newly proposed competency-based
academic programs at Davenport in order to assure alignment with
the University’s Competency-Based Education Framework.
Definition of Competency-Based Education
“Competency-based education (CBE) is a flexible way for students
to get credit for what they know, build on their knowledge and
skills by learning more at their own pace, and earn high-quality
degrees, certificates, and other credentials that help them in
their lives and careers. CBE focuses on what students must know and
be able to do to earn degrees and other credentials. Student
progress is measured by their demonstration of competencies, or
mastery of required learning, through assessments that are embedded
in courses, modules, and other structured learning experiences.
Students move ahead as they prove they have mastered the knowledge
and skills required for a particular area” (Competency-Based
Education Network, 2014, p. 1).
Curriculum Principles for Competency-Based Programs
I. Evidence of valid and rigorous competencies
___ Competencies include explicit, measurable, and transferable
learning objectives
___ Competencies emphasize the application of learning and are
often expressed as “can do” statements demonstrating specific
knowledge or skills
___ Competencies are validated by student and employer feedback
to faculty and program designers
II. Evidence of individualized student pacing and completion
___ Mastery of subjects is allowed at different rates
___ Diverse levels of prior experience are acknowledged in the
completion of the assessments
___ Progress to more advanced work is based on demonstration of
learning by applying specific skills and content
___ Differentiated instructional techniques are supported based
on individual learning needs
___ Assessments allow for faculty to provide rapid response to
students
___ Technology-enabled solutions, such as predictive analytic
tools, are present
III. Evidence of quality learning resources with 24/7
availability
___ Learning materials are of high quality: accurate, engaging,
at the appropriate level of difficulty, well-matched
to competencies and compatible with technology
___ Learning resources are available any time and are reusable
beyond a single semester or unit of instruction
___ Units of learning are scaffolded to build greater levels of
skill, but do not have to be completed in order and can stand alone
as sub-components of a competency
IV. Evidence of multiple forms of valid and reliable assessment
clearly mapped to competencies
___ Formative assessments are present to evaluate learning
progress during the instructional process
___ Summative assessments are present and evaluate a student’s
level of competency at a specific point in time
___ Assessments are present in diverse forms (demonstrations,
papers, tests, etc.)
___ Assessments are developed by faculty with a collaborative
understanding of what is an adequate
demonstration of competency
___ Assessments are valid and reliable
W. Sneath/ J. Byron/G. Nyambane: August 2015
