The set of all related tasks consisting of a context, prompt, criteria, and expected prior identity, knowledge, meta-cognitive skills, and supporting competencies.
Published in Chapter:
Adult Learner-Centered and Scalable Online Competency-Based Education
David E. Leasure (Higher Learning Challenge LLC, USA), Daniel K. Apple (Pacific Crest, USA), Amy P. Fulton (University of Michigan, USA), and Lucas B. Kavlie (Western Governors University, USA)
Copyright: © 2018
|Pages: 39
DOI: 10.4018/978-1-5225-5085-3.ch004
Abstract
The challenges of educating a shifting demographic for a shifting job market, with a solution that enhances educational equity and effectively develops competence, has been demonstrated by WGU's implementation of competency-based education (CBE). WGU's model is scalable and maintains affordability. The chapter presents an idealized model of CBE that extends the practice and analyzes its and WGU's contribution to equitable education, affordability, and scalability. The analysis of the model's contribution to equity highlights the importance of explicitly including identity and personal factors in assessment and evaluation. The idealized model is recommended to improve equity through encouraging self-growth, identity formation, evaluation, and assessment for improvement.