NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED569293
Record Type: Non-Journal
Publication Date: 2016
Pages: 98
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3395-4993-4
ISSN: N/A
Impact of Competency-Based Education and Assessment on Program Outcomes
Konkoth, Shanthi
ProQuest LLC, Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services
Since the publication of the "College Scorecard" by The U.S. Department of Education in 2015, comparisons between college attendance costs and institutional outcomes (i.e., graduation rates, post-graduation earnings) have come into sharp focus. This increased scrutiny requires institutions of higher learning to be more transparent about outcomes. Concurrently, the U.S.D.E. has publicized support for alternative educational modalities, namely Competency-Based Education (CBE) and Prior Learning Assessment (PLA) to deliver education in a flexible format and improve accessibility and affordability to higher education, fulfilling the Department's goal to increase college completion rates. The purpose of this study is to determine the impact of implementation and assessment of Competency-Based Education (CBE) on program level outcomes at a two-year degree college. CBE is a system where instruction, assessment, grading, and success are based on the students' demonstration of progressive knowledge and skills. The researcher used convenience sampling where the total population of 10,653 students at an urban proprietary junior college was divided into an experimental group, (n = 3,536), and provided instruction and assessment in the CBE modality and the control group of the remaining students were provided instruction in a traditional learning environment. CBE was implemented within the credit-hour seat-time framework emphasizing assessment of demonstrated competencies and real time intervention for needed remediation. Data analyzed includes graduation and placement records of the two groups from the Student Information Database and feedback from employers of graduates regarding learning outcomes. Analyses included binary logistic regression, repeated measures ANOVA and MANOVA comparing the outcomes of the two groups. Implications are that implementation of C.B.E and systematic assessment of competencies will have a positive impact on program level outcomes such as graduation, placement and student learning as evidenced by employer satisfaction. The research findings determined that while CBE participation did not significantly impact graduation, it did impact graduate job placement. Employer satisfaction with graduate performance varied significantly between CBE participants and non-participants. The study concluded with the need for CBE implementation to achieve higher program outcomes. It also revealed a need for a controlled study of the impact on graduation rates of CBE participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A