vikaspedia Domains (2024)

FAQs

What is the difference between content based assessment and competence based assessment? ›

A content-based teaching and learning is based on the rote memorization of factual knowledge while competence-based teaching and learning focuses on understanding the concepts, skills and competencies which in turn calls for changes in teaching, learning and assessment approaches (Posner, 1995).

The three enabling conditions are:

Access to technology: In these times when online education is booming, access to good internet facilities at affordable rates is a must. A suitable method for assessment: Competency-based education is personalized and focuses more on practical knowledge rather than factual knowledge.

Competency-based education is a system in which:

Students progress based on evidence of mastery, not seat time. Students learn actively using different pathways and varied pacing. Strategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of schools and education systems.

Rather than just testing for head knowledge, competencies focus on the practical understanding that a student has of the subject. These competencies can be based on: Understanding of key concepts. Ability to apply knowledge to meaningful problems.

For every answer you give identify the: Situation/task - describe the task that needed to be completed or the situation you were confronted with. For example, 'I led a group of colleagues in a team presentation to potential clients'. Action - Explain what you did and how and why you did it.

Competency-based assessments provide insight in: what the students knows, still needs to learn, has learned, and where the institution can improve. There are three categories of assessments: prior learning assessments, summative assessments and formative assessments.

Weaknesses (Cons) Of Competency-Based Learning

It is also not seen as suitable for situations where new skills and new knowledge need to be rapidly accommodated. There is a focus on employer needs rather than on the longer-term outlook of learners, with less focus on preparing them for an uncertain future.

The three main models for CBI are the theme-based language instruction model, the sheltered content instruction model, and the adjunct language instruction model. The theme-based language instruction model focuses on language learning around a unique theme.

Examples of open-source competency-based curriculum resources include EL Education, English Language Arts (ELA), life science curriculum (only for K-5 and built for the EL network), and Open Up Resources, which offers standards-based open content for ELA and math.

A competency-based curriculum is a curriculum that emphasizes what learners are expected to do rather than mainly focusing on what they are expected to know. In principle, such a curriculum is learner-centred and adaptive to the changing needs of students, teachers, and society.

What are the competency-based questions? ›

Make the competency definition behaviorally-based.

This ensures the competency can be verified (such as on the applicant's resume) and assessed through measurable behaviors. One way to do this is to incorporate action verbs (e.g., "Recognizes", "Identifies", "Organizes") into the competency definitions.

The content standard doesn't go away; it becomes part of the learning that builds up to the competency and the opportunities for a learner to demonstrate what they know and are able to do – combining their different types of knowledge, skills they've practiced and dispositions they're cultivating.

What is competency-based assessment? A competency based assessment is a way to measure competency for a vocational skill. To prove their competency, the learner must demonstrate an ability to work through specific units of competency using the benchmarks provided by industry-defined standards.

Content-based assessment aims at determining to what extent the learner has mastered the teaching content. Assessment is therefore content-based.

Performance Standards are concrete statements of how well students must learn what is set out in the content standards, often called the "be able to do" of "what students should know and be able to do" Performance standards specify "how good is good enough." They are the indicators of quality that specify how adept or ...