Quality Matters and Competency-Based Education
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A review of how the QM specific review standards have been adapted to fit the CBE model.
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Quality Matters and Competency-Based Education
- 7. A F C
- 11. “Information in the course site or linked from course site to the program website.”
- 13. Module 2 Journal Module 4 Journal Module 3 Rough Draft Student Assessments to GradeToday
- 23. Explore Content Interaction & Engagement Assessment Prior Learning Assessment Mastery Achieved Off Ramp to Face2Face Program
- 26. Work Experience Life Experience Independent Study Prior Learning Assessment
- 30. My instructor told me to post to the discussion board about Module 3. I’m still on Module 2…
- 31. Drafts with feedback Self- assessments with feedback Games and simulations Self-scoring practice tests Practice writing assignments Model papers Sample answers or answer keys
- 35. tep24@uakron.edu
Editor's Notes
- Introduce myself and my research QM = course design CBE = many things Structure of this presentation: Explain CBE in terms of QM annotations for CBE
- CBE: Boy Scout or Girl Scout badges. You demonstrate a skill: You can tie a knot, or you can’t Image credit: Junior Libby, http://www.publicdomainpictures.net/view-image.php?image=24768&picture=boy-scout-badges
- CBE is a specific model.
- Purpose = similar to traditional Structure is the difference
- Student struggles Later modules they did not master Constrained to 15 weeks Image Credit: Time to Completion Models, Patrick Tabatcher, Senior Multimedia Producer, the University of Akron Designed for TPG Final Report by Teresa Potter
- Student struggles, can repeat All modules achieved Time is flexible Image Credit: Time to Completion Models, Patrick Tabatcher, Senior Multimedia Producer, the University of Akron Designed for TPG Final Report by Teresa Potter
- Fixed time but variable mastery or variable time with consistent mastery May or may not have “grades”
- This is what can happen, so design should consider this Not infinite, so list policies Example: SinClare 1st redo required permission, 2nd requires remediation plan
- Accreditation = Course-based, Direct Assessment (not constrained to time), or Experimental Sites (all you can learn subscription, mostly about financial aid) Federal distinctions on Course Based vs. Direct Assessment vs. Experimental Sites: https://experimentalsites.ed.gov/exp/guidance.html
- Really comes down to two models: course-based or unbundled QM = clearly explain
- Can be in course or linked at program level
- Annotations for 1.8 Who are all these people?
- Assessments look like this = makes the instructor’s job more difficult Early adoptors = unbundled faculty roles to specialize Western Governor's scale has helped with this
- Unbundled roles Coach = best practice to support students Example: Support student in developing remediation plan Article about unbundles roles: https://www.mathematica-mpr.com/our-publications-and-findings/publications/developing-competency-based-program-models-in-three-community-colleges
- No specific annotations about CBE, BUT model depends on alignment and measurable learning objectives
- Work environment, life experience, or independent study
- Makes it possible to skip content, so assessments must be universal
- How do you make this work?! Best practices still in the works. Research, design policies, then be clear
- One best practice = Off ramp
- Annotations = Grades may be in a separate transcript Might not even have grades Do you need access to the structure outside the course? – Only if it is part of alignment, “course” being reviewed
- Rubric not required, clear and specific info for how to meet Some schools still doing ”mastery with distinction”
- Options and variety
- So, focus on alignment of instruments
- “all materials may be optional” Make clear how you intend them to use it in all situations, PLA or traditional progress Examples: Materials needed for assessment: instructions, data sets, cases to analyze, etc.
- Students at different places
- QM: Learner-Learner might not be appropriate, or can be at program level MOOC Model: Students top in and out
- Examples from annotations Learner’s work at their own pace still need active learning
- “Learner – Instructor “ Other staff do help
- Learner – Instructor - also includes advisor, success coach, etc. Success Coach does NOT eliminate the need for qualified instructor For info about “Regular and substantive interaction between students and faculty” in CBE specifically, see p.29 (3-9) https://experimentalsites.ed.gov/exp/pdf/CompetencyBasedEducationGuide.pdf
- Some of these relationships look different. language about services reflects the way the CBE course is described