Competency-based Learning & Assessment
Overview
Competency-based learning is self-paced, focused on mastery, and centered around demonstrating learning outcomes and skills rather than where or how they were attained. The emphasis is on what is learned regardless of how long it takes. A main principle is that it seeks to understand and remove bias, which can thus help mitigate negative effects of Stereotype Threat, Adverse Experiences, and Socioeconomic Status. In the workplace, competency-based learning is centered around mastering job-related competencies (skills) that are demonstrated, often through applied projects. Key elements include progression through demonstration of mastery, personalization, flexible assessment, and development of specific skills and dispositions.
Use It In Your Learning Environment
Competency-based learning programs typically include asynchronous, self-paced activities and allow learners to have repeated attempts as part of the learning process toward developing mastery. Adult learners are supported with greater flexibility in balancing their learning tasks and personal responsibilities. Implementation varies substantially and results in differential effects with adult learners based on their Background Knowledge, previous educational experiences, Self-Regulation, and Learner Mindset. For adult learners, high levels of success have been found by pairing competency-based learning with peer coaching/mentoring, ensuring instructor accessibility, providing additional support for goal-setting and monitoring, and/or providing a peer discussion board.
Learners who benefit most from competency-based learning are independent, self-driven learners who have a growth mindset. Since competency-based learning is outcomes-based, the design and implementation of assessments is critical. Assessment design must be clear, accurate, consistent and a measurable means of demonstrating the given skills, which means mapping of the skills to the assessment.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Instructional Approaches Strategies
When adults can connect and communicate with authentic audiences about their interests and values, learning becomes more personally meaningful and relevant.
When designing instruction for adults, expectations and goals should be clearly outlined to help learners focus on the material and make plans for success.
In an increasingly digital world, adults who struggle with using technology can benefit from direct instruction for an array of digital tools.
Teaching learners how to effectively search the internet is critical for helping them learn how to find accurate and relevant information and aids in developing information literacy.
Direct instruction in math strategies may support some adult learners once conceptual understanding is in place.
Research shows that, along with traditional reading comprehension strategies, learners use unique strategies to read the non-linear, hyperlinked structure of online texts.
Adult learners who are struggling with Foundational Reading Skills, including decoding and phonemic awareness, can benefit from explicitly learning phonics skills in an educational setting.
Seeing and using new words repeatedly and across contexts is critical for vocabulary acquisition.
Formative assessment is "assessment for learning" rather than "assessment of learning".
Opportunities for students to practice skills in context, with instructor support and also independently, helps to move concepts and ideas into Long-term Memory.
Intentionally incorporating voice and choice into adult learning experiences is critical for making learning meaningful and relevant.
Metaphors and analogies can support learners by helping to form connections and to notice patterns and similarities that promote learning, self-concept, and higher order thinking.
Mindfulness is a practice to create internal balance and a sense of being present in the moment.
Instruction and training presented in multiple formats allows learners to activate different cognitive skills and Background Knowledge that are necessary to remember procedural and content information.
Using multiple methods of assessment can help educators gain a comprehensive understanding of learner progress across a wide range of skills and content.
When instructors ask questions or have learners create questions before introducing a text, they activate interest, increase Motivation, and help them assess what they already know about a given topic.
Process-based writing focuses on how learners brainstorm, outline, draft, and revise their writing and is most effective when paired with feedback, especially for English language learners.
When instructors are able to provide context, and connect math concepts to an adult learner's world, math can be seen as relevant and applicable to their daily lives and work- a core aspect of adult Numeracy.
Learning and studying information across multiple sessions that are spaced, or distributed in time, can promote learning and long-term retention of both basic and conceptually complex facts and concepts.
A strengths-based approach is one where educators intentionally identify, communicate, and harness learners' assets to empower them to flourish.
