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A Pragmatic Framework for Assessing Learning Outcomes in Competency-Based Courses

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dc.contributor.authorVargas Oyarzún, Héctor
dc.contributor.authorHeradio Gil, Rubén
dc.contributor.authorFarias, Gonzalo
dc.contributor.authorLei,,Zhongcheng
dc.contributor.authorTorre Cubillo, Luis de la
dc.date.accessioned2024-10-02T11:21:19Z
dc.date.available2024-10-02T11:21:19Z
dc.date.issued2024-01-19
dc.descriptionThis is an Accepted Manuscript of an article published by IEEE in "IEEE Transactions on Education, vol. 67, no. 2, pp. 224-233", available at: http://dx.doi.org/10.1109/TE.2023.3347273
dc.descriptionEste es el manuscrito aceptado del artículo publicado por IEEE en "IEEE Transactions on Education, vol. 67, no. 2, pp. 224-233", disponible en línea: http://dx.doi.org/10.1109/TE.2023.3347273
dc.description.abstractContribution: A competency assessment framework that enables learning analytics for course monitoring and continuous improvement. Our work fills the gap in systematic methods for competency assessment in higher education. Background: Many institutions are shifting toward competency-based education, thus encouraging their educators to start evaluating their students under this paradigm. Previous research shows that structured assessment models are fundamental in guiding educators toward this adoption. Intended outcomes: An assessment model for competency-based education that is easy to adopt and use, while facilitating the application of learning analytics techniques. Application design: The new framework considerably extends a prior model we proposed three years ago. Two engineering competency-based courses used the framework for assessment. Assessment rubrics were prepared and used for evaluating and collecting the students’ data progressively, thus enabling the use of learning analytics for decision-making. Findings: Thanks to the model, (i) students received a detailed report of their achievements, including a thorough explanation and justification of the evaluation criteria; and (ii) instructors could improve the course and provide objective evidence of their actions to quality assurance agencies. As a result, the framework is presently being used in fifteen courses taught at eight different university degrees at the Pontifical Catholic University of Valparaiso (PUCV).en
dc.description.versionversión final
dc.identifier.citationH. Vargas, R. Heradio, G. Farias, Z. Lei and L. de la Torre, "A Pragmatic Framework for Assessing Learning Outcomes in Competency-Based Courses," in IEEE Transactions on Education, vol. 67, no. 2, pp. 224-233, April 2024, doi: 10.1109/TE.2023.3347273
dc.identifier.doihttp://dx.doi.org/10.1109/TE.2023.3347273
dc.identifier.issn0018-9359; eISSN 1557-9638
dc.identifier.urihttps://hdl.handle.net/20.500.14468/23867
dc.journal.issue2
dc.journal.titleIEEE Transactions on Education
dc.journal.volume67
dc.language.isoen
dc.page.final233
dc.page.initial224
dc.publisherInstitute of Electrical and Electronics Engineers
dc.relation.centerE.T.S. de Ingeniería Informática
dc.relation.departmentIngeniería de Software y Sistemas Informáticos
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.licenseAtribución 4.0 Internacional
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject58 Pedagogía::5801 Teoría y métodos educativos
dc.subject.keywordsCompetencyen
dc.subject.keywordsLearning outcomeen
dc.subject.keywordsAssessmenten
dc.subject.keywordsEngineering educationen
dc.titleA Pragmatic Framework for Assessing Learning Outcomes in Competency-Based Courseses
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
person.familyNameHeradio Gil
person.givenNameRubén
person.identifier.orcid0000-0002-7131-0482
relation.isAuthorOfPublication38af03ae-439e-45a8-8383-80340d20f7cb
relation.isAuthorOfPublication.latestForDiscovery38af03ae-439e-45a8-8383-80340d20f7cb
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