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This 6 page paper provides an overview of competency based assessments in the educational setting. Bibliography lists 5 sources.
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6 pages (~225 words per page)
File: MH11_MHEdCoCo.rtf
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type of educational assessment and curriculum design is positive for vocational and practical task learning, critics argue that it cannot be applied across content areas and reduces learning to the
memorization of task-based steps. The controversy over competency-based education essentially can be reduced to this: critics assert that it is "conceptually confused,
empirically flawed, and inadequate for the needs of a learning society" (Kerka, 2003). In other words, training students vocationally isnt enough, according to critics of this kind of education
(Kerka, 2003). They argue that focusing only on outcomes produces students able to work, but unable to think. A question
posed by proponents however of competency-based educational approaches is in regards to how much is really understood about them (Bowden, 2003). In other words, they contend that those who
disfavor such approaches really dont understand them very well, and thus are unable to realize the gains that such an educational system provides both society and the individual (Bowden, 2003).
According to a study conducted by Bowden and Masters (1993): More than half the academics expressed negative views about a competency-based approach to university education on the grounds
that such an approach is too narrow and conformist. Yet nearly 80% of those same academics indicated that they had had no experience of a competency-based approach and nearly 60%
acknowledged that they had little or no knowledge of what a competency-based approach to education is about (Bowden and Masters, 1993, p. 100-102).
The foundation of competency-based education is the behaviorist philosophy, which breaks down competence into "the performance of discrete tasks, identified by functional analysis of work roles" (Kerka, 2003).
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