Open AccessImproving the validity of objective assessment in higher education: Steps for building a best‐in‐class competency‐based assessment program
Author(s) -
Gyll Sean,
Ragland Shelley
Publication year - 2018
Publication title -
the journal of competency‐based education
Language(s) - English
Resource type - Journals
ISSN - 2379-6154
DOI - 10.1002/cbe2.1058
Subject(s) - competence (human resources) , standards based assessment , portfolio , curriculum , higher education , alternative assessment , competency assessment , quality assessment , class (philosophy) , educational assessment , computer science , knowledge management , medical education , psychology , pedagogy , engineering management , engineering education , engineering , political science , artificial intelligence , business , social psychology , medicine , finance , law
Faculty's attitudes toward and expertise in what constitutes valid assessment design has produced sizable discord in higher education. Traditionally, assessment activities within higher education have been implemented as additions to the curriculum, designed for purposes of program evaluation rather than being integral to student mastery. In this paper, we briefly explore the history of objective assessment in higher education, studying its historical antecedents, and use this information to define next steps toward building a standards‐based community of practice. We operationally define competency‐based education, paying particular attention to the term “competence” and what it means in the context of maintaining standards for assessment validity. We then offer 12 steps for building a best‐in‐class objective assessment program. We conclude with case study metrics from Western Governors University's assessment portfolio, which describes four key assessment performance indicators and documents our commitment to continuous quality improvement through a quarterly assessment review process.