Introduction
COMPETENCY BASED EDUCATION is a model that is seeking to prepare competent professional. Many people around the world are using this terminology but, is it clear enough?
Task
Please, answer the following questions appropriately. Use the information provided for this purpose, in the given links. Answers must be typed as a Word document and uploaded to your e. portfolio. Your answers should be no more than 5 pages long. Use Times New Roman font, Size 12, 1.5 spacing in justified format. Be concise.
- What does Competency Based Education (CBE) consist of?
- Explain the difference between competency and competence. Exemplify it your answer.
- Provide five main benefits and one important disadvantage of Competency Based Education.
- What are the characteristics of CBE?
- Explain domain specific competencies and generic competencies.
- What are core competencies?
- Explain the chart “The relation between competence, core competencies and constituting (domain-specific and generic) competencies (Kouwenhoven, 2003)”
- From all the documents you have read what differences between CBE and Traditional Education you infer. Make your own comparative chart.
- State your personal point of view on Competency Based Education and how the use of this form or model of education could improve your English language classes.
- Are our panamanian higher education institutions really applying CBE? Support your answer.
- In your opinion, what might be the effects of using CBE in our Panamanian higher education system?
Process
These links will help you to accomplish your task.
http://www.umuc.edu/umucfuture/upload/Competency-Based-Education.pdf
Video
[video:https://www.youtube.com/watch?v=gxpmadUK-Zg]
https://www.youtube.com/watch?v=gxpmadUK-Zg
Evaluation
UNIVERSIDAD NACIONAL DE PANAMÁ
MASTER IN APPLIED LINGUISTICS
WEBQUEST – RUBRIC
COURSE: CURRICULUM PLANNING FOR LANGUAGE TEACHING AT UNIVERSITY LEVEL
TOPIC: COMPETENCY BASED EDUCATION.
Participant´s name: ______________________ Date: _____________________ Score:____/50
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Exceptional 10 |
Admirable 9 8 7 |
Developing 6 5 4 |
Needs Improvement 3 2 1 |
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Use of Internet (Links Provided) |
Successfully uses suggested Internet links to find information and navigates within these sites easily without assistance. |
Usually able to use suggested Internet links to find information and navigates within these sites easily without assistance. |
Occasionally able to use suggested Internet links to find information and navigates within these sites easily without assistance.
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Needs assistance or supervision to use suggested Internet links and/or to navigate within these sites |
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Web Quests Tasks Completed |
All areas of the project were addressed and handled with a high degree of professionalism. Project is interesting and complete. |
The project is only partially completed. The project submitted demonstrates a great deal of thought. (Between 75% and 100% Complete) |
The project is only partially completed. The project submitted demonstrates a moderate level of thought. (Between 50% and 75% complete) |
The project is incomplete, and/or it is apparent that little effort went into the development of the project, and/or project is less than 50% complete. |
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Appearance |
Format consistent throughout. Appropriate font type/size. Length does not exceed 5 pages Sections are in appropriate order
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Format mostly consistent. Appropriate font type/size. Length slightly exceeds 3 pages Some sections seem out of order
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Formatting inconsistent. Font is inappropriate. Length is too long (more than 3 pages) or too short (less than 2 pages) |
Formatting inconsistent. Font is inappropriate. Length is too long (more than 3 pages) or too short (less than 1 page) |
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Time Use |
Classroom time was used to work on the project. Conversations were not disruptive and focused on the work |
Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work. |
Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work |
The Student did not use classroom time to work on the project the majority of the time and/or was highly disruptive. |
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Grammar, Format, and Spelling
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The final body of work was free of grammar, spelling, and formatting errors. Appropriate verb tenses are always used |
The final body of work had 1-2 errors related to grammar, spelling, and formatting errors. Appropriate verb tenses are used most of the time |
The final body of work had 3-5 grammar, spelling, and formatting errors. Appropriate verb tenses are used sometimes. |
The final body of work had major grammar, spelling, and formatting errors. Verb tenses are inappropriate |
Conclusion
The adoption of a competence based curriculum in Higher Education has opened the doorway from the classroom to the society. Competency-based curriculum development is one method being proposed as having strong potential providing greater accountability for learning situations that link theory and fieldwork. Consequently CBE seeks to keep constant dialogues between field professionals and academic faculty, with students as active participants.
Credits
REFERENCES
- Kouwenhoven, G.W. (2003). Designing for competence: towards a competencebased curriculum for the faculty of education of the Eduardo Mondlane university. Doctoral dissertation. Enschede: Twente University
- UW Flexible option (2014) COMPETENCY-BASED EDUCATION: WHAT IT IS, HOW IT’S DIFFERENT, AND WHY IT MATTERS TO YOU.
- DK Sinka (Difference between Competence and Competency.
- Deißinger Thomas, Dipl. Hdl. Silke Hellwig (University of Konstanz) (2011) Structures and functions of Competency-based Education and Training (CBET): a comparative perspective.