4. Competency Movement
AECT INITIAL STANDARDS IBSTPI COMPETENCIES
1. Design 1. Professional Foundations
2. Development 2. Planning and Analysis
3. Utilization 3. Design and Development
4. Management 4. Implementation and
5. Evaluation Management
5. Competency Movement
• “a knowledge, skill, or attitude that enables one to
effectively perform activities of a given occupation
or function to the standards expected in employment”
(Sims & Koszalka, 2008, p. 569)
• Important prerequisite for performance
• Competency-based assessments must be combined
with other forms of assessment to increase
accountability (Stefanakis, 2002)
7. Portfolio Assessment
• Self-assessment tool
• Self-evaluation skills
• Students as reflective practitioners
• Ownership of the learning process
• Lifelong learning
• Professional development
8. Portfolio Assessment
• Basis for evaluation of degree programs
• Summative assessment of student
achievement in relation to a program’s goals
and competencies
• “purposeful collection of evidence used by
students to document and reflect on learning
outcomes” (Dannefer & Henson, 2007, p.
495).
9. IDD Program
• 30 credit masters program
• Designed to be completed on a part time basis
• EDIT 601 IDD Portfolio
• EDIT 701 Advanced IDD Portfolio
• PBA (instructor, self, peer assessment)
• Reflections/personal growth
• Integration of IDD concepts, processes, and competencies
• Evidence and artifacts: depth, breadth, and adaptiveness
12. Research Questions
• Measure students’ perceptions of their
proficiency in instructional design
competencies in order to evaluate the degree
to which a graduate program in instructional
design effectively integrated these
competencies into its curriculum.
13. Research Questions
• How did students in a graduate instructional design program
perceive their proficiency in ID competencies depicted by
AECT standards?
• How did students in a graduate instructional design program
perceive their proficiency in ID competencies depicted by
IBSTPI standards?
• To what extent were the AECT standards addressed by the
courses in this instructional design program as perceived by
the students?
• To what extent were the IBSTPI standards addressed by the
courses in this instructional design program as perceived by
the students?
17. Results Summary/Questions 1&2
• Participants perceived themselves as mostly
proficient (>60%) on AECT competencies
• Strongest (83%) on Design
• Weakest (62%) on Utilization
• Participants perceived themselves as mostly
proficient on IBSTPI competencies
• Strongest (79%) on Professional Foundations
• Weakest (59%) on Implementation and
Management
20. Results Summary/Questions 3&4
• Core courses (704, 705, 730, 732, 752) were most
frequently mentioned
• AECT Design & Development domains most
addressed
• AECT Evaluation domain least addressed
• IBSTPI Professional Foundations domain most
addressed
• IBSTPI Implementation and Management least
addressed
21. Implications
• Need to improve ID instruction related to Utilization
and Evaluation:
• AECT Utilization competence involves “applying principles,
theories, and research related to media utilization, diffusion,
implementations, and policy-making”
• AECT Evaluation competence involves “demonstrating knowledge,
skills, and dispositions to evaluate the adequacy of instruction and
learning by applying principles of theories, and research related to
problem analysis, criterion-referenced measurement, formative and
summative evaluation, and long-range planning”
22. Implications
• Need to improve ID instruction related to
Implementation and Management
• IBSTPI defines Implementation and Management as the
ability to:
• Plan and manage instructional design projects
• Promote collaboration, partnerships and relationships among the
participants in a design project
• Apply business skills to managing instructional design
• Design instructional management systems
• Provide for the effective implementation of instructional products and
programs