Competency-Based Education: Staying Shallow or Going Deep? A Deeper, More Personal Look at What It Means to Be Competent

Autor/inn/en	Surr, Wendy; Redding, Sam
Institution	College & Career Readiness & Success Center at American Institutes for Research; Temple University, Center on Innovations in Learning
Titel	Competency-Based Education: Staying Shallow or Going Deep? A Deeper, More Personal Look at What It Means to Be Competent
Quelle	(2017), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Education; College Readiness; Career Readiness; Competence; Skill Development; Academic Achievement; Knowledge Level; Critical Thinking; Problem Solving; Social Development; Emotional Development; Cooperation; Interpersonal Communication; Persistence; Resilience (Psychology); Citizen Participation; High School Students; Postsecondary Education + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Schulleistung; Wissensbasis; Kritisches Denken; Problemlösen; Soziale Entwicklung; Gefühlsbildung; Co-operation; Kooperation; Interpersonale Kommunikation; Ausdauer; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Post-secondary education; Tertiäre Bildung
Abstract	In order to be successful in the 21st century, students will need to master an expanded set of competencies that extends beyond discrete academic standards. Competency-based education (CBE) is an educational approach that focuses on mastery of these competencies -- rather than seat time -- as a measure of student learning. This approach is being adopted by a growing number of educators focused on ensuring students graduate college and career ready. States engaged in CBE initiatives need to ensure that their efforts do not inadvertently promote "shallow" learning by equating "competency" only with the mastery of academic content. True competence is deeper, broader and more personal. It includes academics, but it also includes a wide range of other cognitive, intrapersonal and interpersonal skills, and dispositions that higher education institutions and employers value and demand. This brief from the CCRS Center, the Great Lakes and Midwest Regional Deeper Learning Initiative, and the Center on Innovations in Learning explores how states and districts can define learner competencies that reflect the full range of knowledge, skills, and dispositions necessary for students to achieve college and career readiness. [This report was also produced by the Great Lakes & Midwest Regional Deeper Learning Initiative at American Institutes for Research.] (As Provided).
Anmerkungen	College and Career Readiness and Success Center. Available from: American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 800-634-0503; Fax: 202-403-5875; e-mail: CCRSCenter@air.org; Web site: http://www.ccrscenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01