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A better Completion Agenda: expanding the range of acceptable outcomes in higher education

100%

Sener J.

e-mentor

2015

issue 2 (59)

The Completion Agenda is part of a larger transformative shift in education, which is moving from a focus on providing instruction to a focus on producing results. This gradual but profound paradigm shift has been underway for multiple decades, and its impact on higher education cannot be understated; as one well-known description of this phenomenon noted, shifting the focus from teaching to learning „changes everything” about how higher education is conducted1. Grounded in the increasingly close relationship between educational attainment and economic success2, this results-oriented approach is driving many of the major efforts for change in U.S. higher education, including the Completion Agenda, performance-based funding, the revived interest in competency-based education, and standardized assessments such as the Collegiate Learning Assessment.

The Role of Competency-Based Occupational Standards in Speech Pathology Education and Governance in Australia

63%

McAllister L.

Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova

2016

issue 1

Integrated competency-based occupational standards allow detailed description of the knowledge, skills and attributes which in combination portray competent professional practice. Competency-based occupational standards have been in place within the speech pathology profession in Australia since 1994, and are used for a range of educational and assessment purposes, including assessing eligibility for membership of the Speech Pathology Association of Australia. This paper describes the reasons for and process of development of the standards, the framework for the standards, and how they are used for curriculum development and assessment. The paper also describes the use of CBOS in the development of a validated tool for the assessment of clinical performance.

Zintegrowane standardy zawodowe, oparte o wymogi kompetencyjne (CBOS), umożliwiają szczegółowy opis niezbędnej wiedzy, umiejętności i cech, które w połączeniu tworzą właściwą praktykę zawodową. Standardy zawodowe oparte o wymogi kompetencyjne zostały wprowadzone w zawodzie logopedy w Australii od 1994 roku i są wykorzystywane do różnych celów edukacyjnych oraz oceny, w tym oceny kwalifikacji niezbędnych do członkostwa w Stowarzyszeniu Patologii Mowy Australii. Artykuł opisuje przyczyny i proces rozwoju standardów, ramy standardów i to, jak są one wykorzystywane do tworzenia programu nauczania i oceny. Omówiono również zastosowanie CBOS-u w przygotowaniu rzetelnego, zalegalizowanego narzędzia do oceny wyników praktyki klinicznej.

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1 Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova

1 e-mentor

1 McAllister L.

1 Sener J.

1 2016

1 2015

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A better Completion Agenda: expanding the range of acceptable outcomes in higher education

The Role of Competency-Based Occupational Standards in Speech Pathology Education and Governance in Australia