Competency-based education (CBE) is becoming more popular every day.  What is its appeal?  For many, CBE offers a more engaging, authentic, and flexible approach to learning.

The fundamental difference is that traditional education measures learning by time spent and relative performance, while competency-based education measures learning by demonstrated mastery of specific skills, regardless of how quickly or slowly a student achieves that mastery.

How do traditional courses operate? 

• Follow a fixed timeline (e.g., a semester system)
• Advance all students at the same pace regardless of individual mastery
• Award credit based on seat time and achieving a passing grade (often “C” or higher)
• Use grades that average performance across multiple assignments and exams aligned to different outcomes or competencies
• Structure learning around content delivery (lectures, readings, assignments)
• Move students forward even if they have not mastered all the material (earning lower than a “C” on some projects or not completing them)

How do competency-based classes operate?

• Flexible within the term: Students set the pace for their own learning within the timeframe designed for the term (e.g., 7 weeks)
• Academic advisors/coaches engage routinely with students to assist with non-content issues such as time management or communication
• Grading:  Letter grades are generally assigned at the end of a course and utilize the grades A (mastery), B (proficient), and F (developing)
• Students must be proficient in all competencies to pass a course
• Individual learning takes place with continuous, robust instructor feedback and support
• Students can enroll either full time or part time
• A course has clearly-defined competencies, and assessments are closely aligned to those competencies
• Instructors receive ongoing training and support
• Meaningful, authentic assessments are used that adequately measure proficiency relative to the competencies

In courses built around CBE principles, learning is held constant. In other words, a student working within a competency-based structure is expected to meet the minimum level of proficiency for all targeted competencies. Rather than allowing learning to vary (as is often evidenced by different grades), all students are expected to meet the required expectations before moving on in the curricula.

In addition, another common theme is the importance of clearly and transparently articulating what is “proficient.”  Regardless of the term that is used—e.g., proficiency, mastery—and regardless of the minimum level set for successful performance, the key lies in ensuring that the expectations are appropriate and defensible, high-level, and transparent to all stakeholders.

Determining proficiency requires the use of authentic assessments that are relevant and rigorous. The use of authentic assessments helps to ensure students have acquired the necessary knowledge and skills, can transfer their understanding to relevant, real-world scenarios, and are well-prepared for continued learning and growth.

Finally, the various definitions/descriptions suggest that competency-based education involves a certain level of personalization in the learning process. Personalization can take on many forms.  Personalized learning might involve varying the time or pace required to demonstrate proficiency. Personalization might take the form of individualized instruction from qualified instructors or one-on-one advising with support staff. Personalized learning might include the use of prior learning assessments or the use of adaptive technologies that allow for customization of content. Whatever form personalization takes, it is essential that each learner has an individualized experience that maximizes learning.