UWI Attributes in Action: Key

Competencies for Graduates

A Competency-Based Education (CBE) Framework for the Open Campus

The strategic plan for the University has identified seven qualities all graduates should possess at the
end of their curriculum at the Open Campus. Developing these qualities enables all graduates to take
“positive roles in society and strengthens the region’s intellectual and social capacities to explore new
horizons in the interest of the Caribbean development (pg. 24, UWI Strategic Plan)”. The table below
identifies these seven attributes and suggests possible competency domains which address the
expectations aligned with those attributes:

UWI Graduate Attributes Competency Domain (s)

1 Critical and creative thinker Critical Thinking; Inquiry & Analysis; Problem Solving; Reflective
Self-Awareness; Discipline Mastery

2 Effective communicator with good Oral Communications; Written Communications; Teamwork;

interpersonal skills Effective Listening; Media Literacy

3 IT-skilled and information literate Technology Literacy; Information Literacy; Reading

Comprehension; Quantitative Reasoning; Media Literacy

4 Innovative and entrepreneurial Creative Thinking: Problem Solving; Discipline Mastery;

5 Globally aware and well grounded in Intercultural Knowledge; Diversity Awareness; Integrative
regional identity Learning; Reflective Self-Awareness

6 Socially, culturally, and Intercultural Knowledge: Civic Engagement; Diversity Awareness;

environmentally responsible Reflective Self-Awareness; Environmental Awareness

7 Guided by strong ethical values Ethical Reasoning; Diversity Awareness; Reflective Self-Awareness

Postgraduate programmes also emphasize development of qualities in the graduates of advanced

degrees, in addition to the attributes identified above:

Post-Graduate Attributes Competency Domain (s)

8 Reflective Leader Discipline Mastery; Reflective Self-Awareness; Teamwork, Civic

Engagement, Ethical Reasoning

9 Achievement Oriented Problem Solving, Critical Thinking, Creative Thinking, Research

Methods

10 Acknowledged Scholar-Practitioner Discipline Mastery, Inquiry & Analysis, Integrative Learning, Ethical
Reasoning, Research Methods

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The UWIOC CBE Framework
The competency domains interdependently support the goals of the University through their linkage to
the attributes. As can be seen in the table below multiple competency domains support the
development of multiple attributes.

Attributes for all Graduates Post-Graduates

Competency Domain 1 2 3 4 5 6 7 8 9 10

Critical Thinking X X

Inquiry & Analysis X X

Creative Thinking X X

Problem Solving X X X

Discipline Mastery X X X X

Reflective Self-Awareness X X X X X

Intercultural Knowledge X X

Diversity Awareness X X X

Integrative Learning X X

Civic Engagement X X

Environmental Awareness X

Ethical Reasoning X X X

Teamwork X X

Oral Communication X

Written Communication X

Effective Listening X

Media Literacy X X

Technology Literacy X

Information Literacy X

Reading Comprehension X

Quantitative Reasoning X

Research Methods X X

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Student Attributes
The key attributes of the UWI graduate, as described in the UWI Strategic Plan, refer to those academic
abilities, skills, personal and professional qualities that should be acquired by students during their
learning experiences at the UWI. The descriptions below provide an understanding of expectations as
these attributes are developed:

1. Critical and creative thinker: Graduates must be able to apply analytic thought and logical reasoning
to a body of knowledge and to clarify the assumptions, reasoning and evidence of a specific issue and
apply scientific principles. Key functions include generating alternative ideas, practices and solutions
that are unique and effective, and exploring ways to confront complex and ambiguous problems and
provide solutions.

2. Effective communicator with good interpersonal skills: Graduates must be able to make constructive
contributions and communicate persuasively and appropriately in a range of contexts and media.
Graduates must have excellent interpersonal and decision-making skills to allow social interaction at all
levels.

3. IT-skilled and information literate: Graduates should acquire both IT and information literacy skills,
which are seen as essential parts of a wider concept of knowledge creation. An IT-skilled graduate is
competent in the use of computers and software to manage information. Information literacy is the
ability to recognise when there is a need for information, and to be able to identify, locate, evaluate and
effectively use that information to resolve an issue or problem in a range of media.

4. Innovative and entrepreneurial: Graduates should possess a strong drive and leaning towards the
creation and/or adaptation of new ideas and products, with the intention of creating new and sustained
economic value.

5. Globally aware and well-grounded in his/her regional identity: Graduates must be aware of their
environment so that they are prepared for any eventuality that may affect their future or the
environment of which they are part. They must be aware of global events and be knowledgeable and
open-minded about political, social, economic, environmental and cultural issues; nationally, regionally
and globally. The graduate must be willing to contribute to the political, cultural, social and economic
development of his/her country and by extension, the Caribbean region.

6. Socially, culturally and environmentally responsible: Graduates must be able to acknowledge the
social, cultural and environmental implications of their actions and be guided accordingly. He/she should
recognise social justice issues with particular reference, but not limited, to his/her discipline and
professional area.

7. Guided by strong ethical values: Graduates should champion respect, and understand and apply
ethical practices and values personally and professionally in all aspects of life.

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While the above attributes apply to all graduates, it is expected that special emphasis would be placed
on leadership, goal setting and the ability to make a significant contribution to new knowledge,
especially in the case of the postgraduate student. While not specifically defined in the Strategic Plan,
attributes in graduates of the postgraduate programs are described here for common understanding.

8. Reflective leader: Graduates should approach the work of being a leader by leading one's life with
presence and personal mastery. They recognise that to be present, to be aware and attentive to our
experience with people throughout the day is the focus of reflective leadership. The reflective leader
graduate embodies motivation, positive attitudes, commitment to teamwork, competence, productivity,
as well as the ability to rethink what one is doing and how one is doing it. The graduate is mindful,
receptive, focused and self-disciplined.

9. Achievement Oriented: Graduates should demonstrate personal goals that include the development
and continued improvement of their cognitive ability or competencies in their respective disciplines or
field of practice.

10. Acknowledged Scholar Practitioner: Graduates should be able to reflect on and utilize data,
feedback, research, study, and findings of best practices, thoughts, and beliefs to form the basis for
future action. Graduates will participate as acknowledged scholar-practitioners within their domain
competencies. Within these communities of practice graduates are contributing members building on
shared knowledge building and professions.

Competency Domains
Competency domains are drawn from globally defined skills, knowledge and attitudes characterizing the
desired attributes of graduates.

The suggested competencies are linked directly to the key attributes of a UWI graduate and are used to
identify explicit learning outcomes associated with completion of a programme. By utilizing consistent
definitions of the competency domains, all members of the UWI organization work with a common
understanding of the institution’s cumulative goals for the graduate.

Civic Engagement
Civic engagement involves developing the knowledge, skills, values and motivation to make a difference in the
civic life of communities, promoting the quality of life in a community through both political and non-political
processes. It encompasses actions wherein individuals participate in activities of personal and public concern
that are both individually life enriching and socially beneficial to the community.

Creative Thinking
Creative thinking is both the capacity to combine or synthesize existing ideas, images, or expertise in original
ways and the experience of thinking, reacting, and working in an imaginative way characterized by a high degree
of innovation, divergent thinking, and risk taking.

Critical Thinking
Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and
events before accepting or formulating an opinion or conclusion.

This document is a draft document used to describe how CBE will be incorporated into the curriculum at Open Campus.

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Discipline Mastery
Discipline mastery reflects a proficiency in discipline-related knowledge, skills, procedures, and protocols that
demonstrate readiness of a graduate to enter into the workplace in the identified field of study.

Diversity Awareness
Diversity Awareness includes behaviors, attitudes, and policies that demonstrate a recognition of and sensitivity
to the uniqueness of individuals, groups, or communities who represent various cultural or personal
characteristics such as gender, disability, socioeconomic status, ethnicity, sexual orientation or religious
affiliation for the purpose of enabling a positive and effective work environment.

Effective Listening
Effective Listening is an ability to receive, construct meaning from, and respond to spoken and/or nonverbal
messages with both literal and critical comprehension of ideas and information transmitted through language.

Environmental Awareness
Environmental Awareness reflects an understanding of the balance between social, economic and natural
resources and the importance of preserving the quality and continuity of life through conservation of natural
resources, prevention of pollution and reasonable control of land use.

Ethical Reasoning
Ethical reasoning is reasoning about right and wrong human conduct. It involves assessing ethical values and
social context of problems, recognition of ethical issues in a variety of settings, the application of different ethical
perspectives to ethical dilemmas and the ramifications of alternative actions.

Information Literacy
Information literacy is the ability to know when there is a need for information, to be able to identify, locate,
evaluate, and effectively and responsibly use and share information for the problem at hand.

Inquiry and Analysis

Inquiry is a systematic process of exploring issues, objects or works through the collection and analysis of
evidence that results in informed conclusions or judgments. Analysis is the process of breaking complex topics or
issues into parts to gain a better understanding of them.

Integrative Learning
Integrative learning is an understanding and a disposition that a student builds across a curriculum, from making
simple connections among ideas and experiences to synthesizing and transferring learning to new, complex
situations within and beyond the campus.

Intercultural Knowledge
Intercultural knowledge reflects a set of cognitive, affective, and behavioural skills and characteristics that
support effective and appropriate interaction in a variety of cultural contexts.

Media Literacy
Media Literacy reflects proficiencies in utilizing connected and social information and knowledge resources in
addition to a repertoire of skills that enable the analysis, evaluation, creation or contribution to knowledge
resources in a wide variety of media modes, genres, or formats.

Oral Communications
Oral communication is the ability, either extemporaneously or via a prepared, purposeful presentation, to
verbally communicate in a way that will increase knowledge, foster understanding, or promote change in the
listener’s attitudes, values, beliefs, or behaviours.
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Problem Solving
Problem Solving is the process of designing, evaluating, and implementing a strategy to answer an open-ended
question or achieve a desired goal.

Quantitative Reasoning
Quantitative reasoning is a “habit of mind” and comfort in working with numerical data, using the ability to
reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. It
includes using quantitative evidence to communicate and support arguments in a variety of formats (using
words, graphs, equations, as appropriate).

Reading Comprehension
Reading comprehension is the process of simultaneously extracting and constructing meaning through
interaction and involvement with written language.

Reflective Self-Awareness
Reflective self-awareness involves the process of becoming conscious of how personal abilities, preferences and
resources affects behavior and learning, which is accompanied by the acknowledgement of areas of limitation
and improvement and followed by a commitment for positive change.

Research Methods
Research Methods involves knowledge and skills associated with the process of systematic investigation with the
purpose of establishing novel facts, solving new or existing problems, or developing new theories.

Teamwork
Teamwork represents attitudes and behaviours under the control of individual team members that affect
cohesive collaboration (effort they put into team task, their manner of interacting with others on team, and the
quantity and quality of contributions they make to team discussions and projects).

Technology Literacy
Technology Literacy reflects knowing how technology and media affect the ways in which we identify, locate and
source information, and the ability of an individual, working independently and with others, to responsibly,
appropriately and effectively apply technology tools to access, manage, integrate, evaluate, create and
communicate information.

Written Communications
Written communication is the development and expression of ideas in writing. Written communication involves
learning to work in many genres and styles. It can involve working with many different writing technologies, and
mixing texts, data, and images.

List of Potential Sub-competencies

In order to produce graduates with the stated attributes, each programme must address ALL
competency domains; however, individual courses may only address a subset of competencies as
applicable to the discipline. This is accomplished through the identification of applicable sub-
competencies that are reflected in the learning objectives of a course.

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Sub-competencies define broadly what learners can do and should know within the context of a specific
course. The table below provides a list of sub-competencies associated with the competency domains
suggested as consistent with the attributes of UWI graduates.

Competency Domain Potential Sub-Competencies

Civic Engagement Diversity of Communities & Culture

Civic Identity and Commitment
Civic Communication
Civic Action and Reflection
Civic Contexts/Structures
Collective Well-being of Communities and Societies

Creative Thinking Acquiring Discipline Specific Competencies

Taking Risks
Solving Problems
Embracing Contradictions
Innovative Thinking
Connecting, Synthesizing, Transforming

Critical Thinking Explanation of Issues

Analysis of Evidence
Influence of Context and Assumptions
Student’s Position (Perspective/ Thesis/ hypothesis)
Conclusions and Related Outcomes

Discipline Mastery Content Knowledge

Skills or Technical knowledge
Industry knowledge
Procedures and/ or protocols
Solving problems

Diversity Awareness Multiple Identities in Multicultural Environments

Current Ethical Issues Affecting Underrepresented Populations
Power, Resources and Obligations in Society
Collaboration and Cooperation
Inclusion, Accessibility and Opportunity

Effective Listening Recognize and recall main ideas and supporting details
Perceive speaker’s purpose and distinguish characteristics of content
Comprehend messages in speakers words
Attend with an open mind
Listen without interruption

Environmental Awareness Awareness of societal and environmental interconnections

Knowledge of current environmental issues and concerns in the Caribbean
Social and environmental responsibility

Ethical Reasoning Ethical Self-Awareness

Understanding Different Ethical Perspectives/ Concepts
Ethical Issue recognition
Application of Ethical Perspectives/Concepts
Evaluation of Different Ethical Perspectives / Concepts

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 Competency Domain Potential Sub-Competencies

Information Literacy Information Needs Determination

Access to Information
Critical Evaluation of Information Sources
Effective Use of Information for Specific Purposes
Ethical and Legal Access and Use of Information

Inquiry & Analysis Topic Selection

Existing Knowledge, Research, and/or Views
Design Process
Analysis
Conclusions, Limitations and Implications

Integrative Learning Connections to Experience

Connections to Discipline
Transfer
Integrated Communication
Reflection and Self-Assessment

Intercultural Knowledge Cultural Self-Awareness

Knowledge of cultural worldview frameworks
Empathy
Verbal and nonverbal communication
Curiosity
Openness

Media Literacy Content creation using common toolsets

Responsible choices in source selection
Ability to utilize variety of media in expression of ideas
Expression and ownership rights

Oral Communications Organisation

Language
Planned Presentation Delivery
Extemporaneous Communications
Supporting Material
Central Message

Problem Solving Define Problem

Identify Strategies
Goal Setting
Propose Solutions/ Hypotheses
Evaluate Potential Solutions
Implement Solutions
Evaluate Outcomes

Quantitative Reasoning Interpretation of numerical data

Representation of information in numerical form
Calculation in solving problems
Quantitative Analysis
Assumptions in estimation, modeling and data analysis
Communication of quantitative evidence

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 Competency Domain Potential Sub-Competencies

Reading Comprehension Comprehension

Making meaning of content
Analysis of content
Interpretation of content
Reader’s Voice

Reflective Self-Awareness Asking Questions and Soliciting Feedback

Listening without Justification
Accuracy and honesty in self-assessment
Sensitivity and adaptability to new ideas and information
Continuous quality improvement
Strategy, motivation and initiative

Research Methods Critical Review of Literature and Information Sources

Framing Research Questions
Research Design Options
Data Collection
Data Analysis

Teamwork Contributes to Team Meetings

Facilitates the Contributions of Team Members
Individual Contributions outside of Team Meetings
Fosters Constructive Team Climate
Response to Conflict

Technology Literacy Apply Information Technologies to Discipline

Recognition of Connective Nature of Internet
Multimodal media negotiation and utilization
Collaborative knowledge sharing and construction
Digital Citizenship

Written Communications Context of and Purpose for Writing

Content Development
Genre and Disciplinary Conventions
Sources and Evidence
Control of Syntax and Mechanics
Extemporaneous Communications

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Operationalizing CBE
Competencies are generally defined by stated expectations for / attributes of graduates and their
abilities after completion of a programme or series of courses. Each competency domain is considered
at the programme level, and addressed within the curricula by identification of sub-competencies which
relate to learning objectives within courses. The diagram below depicts the competency framework
utilized in integrating competencies within the curricular structure. As can be seen, competencies
originate from the attributes or expectations at a Programme level.

Within the context of a course, certain sub-competencies for a given domain are identified as applicable
and help shape the learning objectives. These learning objectives are used to determine which course
activities will best achieve the instructional or behavioral objectives within the course or unit. The
proficiency levels exhibited by students when completing these activities are measured during the
assessment process using rubrics aligned with expectations of performance and mastery. The
assessment then results in a grading of the student’s performance based on qualitative and quantitative
criteria identified in the rubric.

Sub-competencies may differ due to discipline or degree level, where increased mastery is expected
based on course level (Year 1 vs. Year 2 mastery), or expectation of existing foundational skills or
knowledge upon entry to the programme, as is the case with graduate programmes of study.

In essence, in order to assess the level of proficiency a student has achieved with respect to satisfying
the requirements of an objective, the developer must consider the complexity of task and information,
levels of prior knowledge consistent with grade level, and mental processes used. The acceptable
performance level is indicated in the learning objective using clearly descriptive words (often drawn
from Bloom’s taxonomy) and associated with proficiency levels drawn from Webb’s Depth of
Knowledge (DOK) model.

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Webb’s Depth of Knowledge (DOK) is a model used in analyzing the cognitive expectation demanded by
standards, curricular activities or assessment tasks. Represented by four levels of proficiency, each level
reflects the cognitive depth, or complexity, required to complete a task. The model was designed to
broadly encompass all forms of knowledge, and reflects increasing levels of complexity of mental
processes rather than difficulty of task. As a result, assessment of a student will incorporate not only the
achievement of the learning objective, but also consider the complexity of the task or information,
conventional levels of prior knowledge based on a student’s grade level, and the mental processes used
to satisfy the requirements of the objective. The table below displays the four levels of complexity posed
in the DOK model.

Performance Proficiency Description Mental Processes

Level

1 Recall & Subject matter usually involves Responds, Remembers,

Reproduction working with facts, terms, and /or Memorizes, Interprets,
properties of objects, with little Recognizes
transformation or extended
processing of the target knowledge.

2 Skills & Subject matter usually involves Solves problem, Compares /

Concepts working with a set of principles, Contrasts, Constructs,
categories, heuristics or protocols, Explains “how” or “why”,
with an expectation that target Summarizes, Organizes,
knowledge must be transformed or Estimates
processed to produce activity result.

3 Strategic Subject matter from multiple areas Analyzes, Assesses,

Thinking must be integrated to solve problems Examines, Justifies,
with predictable outcomes, Disputes, Debates,
demanding short term use of higher Generalizes
order thinking processes such as
reasoning.

4 Extended Subject matter is synthesized and Designs, Proposes, Plans,

Thinking used for investigations to solve Reflects, Formulates,
problems with unpredictable Creates
outcomes, demanding sustained use
of higher order thinking processes.

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A Working Example: The Process of Integrating CBE
The following is an example, using the course FOUN1501, to show the process involved in
implementation of the CBE framework.
Identification of Competencies
The competencies addressed in a course can be drawn from the course description. For
example:
FOUN1501: Reflective-Reflexive Practice: Foundation for Learning Success, is a course that
provides students skills necessary to be successful as they transition to online learning, and
prepare them to be productive and self-directed learners. The description for this course, as
currently written, can be seen to reflect the following competency domains:

Ideally, the course will be designed so that course objectives and topics will reflect and align
with these competency domains.

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Aligning Course Objectives with Competencies and Sub-competencies
The Course Outline is used to describe the course structure, and the course objectives are typically
separated based on outcomes of knowledge, skills (psychomotor/physical and technical), and attitude
(affective/expressive), often referred to as KSAs.

It is likely that several objectives will align with a single competency, and similarly, a single objective will
contribute to the development of several competencies. For example, some of course objectives from
FOUN1501 (and their classification) that align with a few of the competency domains identified above
are shown in the following table.

Competency Domain Course Objective KSA Designation

Reflective Self-Awareness Critically examine their personal learning practices, beliefs Knowledge
and assumptions about how they learn

Advocate for the improvement of the supporting systems Attitude

or conditions that are inadequate for them to develop as
reflective-reflexive learners in a selected context

Take the initiative to practice in an integrative manner, the Attitude

skills that are associated with creative thinking, critical or
reflective thinking and problem
solving

Critical Thinking Demonstrate fluency in analyzing written and oral Skills

reflection using standards of
critical reasoning

Critically examine their personal learning practices, beliefs Knowledge

and assumptions about how they learn

Integrative Learning Take the initiative to practice in an integrative manner, the Attitude
skills that are associated with creative thinking, critical or
reflective thinking and problem
solving

Advocate for the improvement of the supporting systems Attitude

or conditions that are inadequate for them to develop as
reflective-reflexive learners in a selected context

Compare traditional learning practice they have Knowledge

experienced with reflective-
reflexive practice to ascertain which is more suitable for
their personal and professional contexts

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One of the major tasks performed is to ensure course objectives can be accomplished and measured.
Ideally the course objectives are written in a way that sub-competencies can be identified and mapped
to the desired outcomes. For the Course Objectives above, the following sub-competencies might be
determined to be applicable based on what is stated in the objective:

Competency Domain Course Objective Sub-Competencies

Reflective Self- Critically examine their personal learning Asking Questions and Soliciting Feedback
Awareness practices, beliefs and assumptions about Accuracy and honesty in self-assessment
how they learn

Advocate for the improvement of the Accuracy and honesty in self-assessment

supporting systems or conditions that are Continuous quality improvement
inadequate for them to develop as Strategy, motivation and initiative
reflective-reflexive learners in a selected
context

Take the initiative to practice in an Sensitivity and adaptability to new ideas

integrative manner, the skills that are and information
associated with creative thinking, critical or Continuous quality improvement
reflective thinking and problem Strategy, motivation and initiative
solving

Critical Thinking Demonstrate fluency in analyzing written Analysis of Evidence

and oral reflection using standards of Influence of Context and Assumptions
critical reasoning Conclusions and Related Outcomes

Critically examine their personal learning Analysis of Evidence

practices, beliefs and assumptions about Influence of Context and Assumptions
how they learn Student’s Position

Integrative Learning Take the initiative to practice in an Connections to Experience

integrative manner, the skills that are Transfer
associated with creative thinking, critical or Reflection and Self-Assessment
reflective thinking and problem
solving

Advocate for the improvement of the Connections to Experience

supporting systems or conditions that are Connections to Discipline
inadequate for them to develop as Reflection and Self-Assessment
reflective-reflexive learners in a selected
context

Compare traditional learning practice they Connections to Experience

have experienced with reflective- Connections to Discipline
reflexive practice to ascertain which is more Transfer
suitable for their personal and professional Reflection and Self-Assessment
contexts

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Selecting Activities and Materials for Development of Sub-competencies
By identifying the sub-competencies, it is possible to identify supplemental course materials that will
enable the student to understand the concepts, as well as select or create appropriate assignments
designed to accomplish the course objectives. It is possible for one assignment to be used to meet
several objectives.

In the case of FOUN1501, keeping a reflective journal was determined to be a useful assignment. This
exercise requires the student to reflect on their learning experience and determine areas where they
need to grow in becoming a self-directed learner. As might be expected, the journal could help fulfill
several of the objectives noted.

Measuring for Achievement

Once it has been determined which activities will be utilized, and what sub-competencies they will be
used to reflect, the task of identifying rubrics for measurement and assessment can be accomplished
using the standards set by the Learning, Evaluation and Planning (LEAP) initiative. Utilizing a standard set
of rubrics in the assessment and measurement of the sub-competencies will help ensure equity in
marking and fairness in student evaluation.

For this example, the following rubrics could be used in the assessment of the reflective journal with
respect to the sub-competencies of integrative learning and the objective it is associated with:

Course Objective:
Take the initiative to practice in an integrative manner, the skills that are associated with creative thinking, critical or reflective
thinking and problem solving.

Competency Domain: Integrative Learning

Integrative learning is an understanding and a disposition that a student builds across a curriculum, from making simple
connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and
beyond the campus.

Proficiency Level / Characteristics

Sub competency 1 2 3 4
Recall/ Reproduction Skills & Concepts Strategic Thinking Extended Thinking

1: Identifies connections Compares life Effectively selects and Meaningfully

Connections to between life experiences and develops examples of synthesizes connections
Experience experiences and academic knowledge to life experiences, drawn among experiences
those academic texts infer differences, as from a variety of outside of the formal
and ideas perceived well as similarities, and contexts (e.g., family classroom (including life
as similar and related acknowledge life, artistic experiences and
to own interests. perspectives other than participation, civic academic experiences
own. involvement, work such as internships and
experience) to travel abroad) to
illuminate concepts/ deepen understanding
theories/ frameworks of fields of study and to
of fields of study. broaden own points of
view.

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 Proficiency Level / Characteristics

Sub competency 1 2 3 4
Recall/ Reproduction Skills & Concepts Strategic Thinking Extended Thinking

2: Uses,in a basic way, Uses skills, abilities, Adapts and applies Adapts and applies,
Transfer skills, abilities, theories, or skills, abilities, independently, skills,
theories, or methodologies gained theories, or abilities, theories, or
methodologies gained in one situation in a methodologies gained methodologies gained in
in one situation in a new situation to in one situation to new one situation to new
new situation. contribute to situations to solve situations to solve
understanding of problems or explore difficult problems or
problems or issues. issues. explore complex issues
in original ways.

3: Describes own Articulates strengths Evaluates changes in Envisions a future self

Reflection and Self- performances with and challenges (within own learning over (and possibly makes
Assessment general descriptions specific performances time, recognizing plans that build on past
of success and failure. or events) to increase complex contextual experiences) that have
effectiveness in factors (e.g., works occurred across multiple
different contexts with ambiguity and and diverse contexts.
(through increased self- risk, deals with
awareness) frustration, considers
ethical frameworks).

It is expected that instructional staff will utilize their experience to illustrate for students the need for
the competencies in the context of the course, as well as provide them supplemental materials that
provide examples of how the competencies are applied within the discipline. With respect to CBE, the
primary functions performed in program delivery other than instruction related responsibilities, relate
to the assessment of proficiency. Continuing with the example presented above, the students in
FOUN1501, utilize a reflective journal to record their progress toward becoming a self-directed learner.
The following posting was entered into one student’s journal:
In Unit 1 of the course Foundation for Learning Success, there are many important areas that impacted on
my life as a practitioner. I always believe that there is room for improvement; therefore, by reflecting on
my learning and teaching, I was able to improve my attitude and strategies towards being a professional
practitioner. I do believe that teaching is from within; you have to really enjoy it in order to see children
succeed. Every day, the improvements made by students reflect the expectations I have off them.

This unit has influenced my beliefs about the unique and individual child. Everyone has his or her own
beliefs, values, traditions, culture, religion, ability and learning style. No one is alike. I was able to connect
myself to my students. My students are all unique and have their own learning styles, therefore I must
understand the social context in which they live and I must respect their culture. I must also plan activities
that will enhance their self-esteem and give them the encouragement to have confidence in themselves.
Children need to feel a sense of belonging and self-worth; therefore, activities should foster independence
and a sense of belonging.

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As can be seen, the student has taken into account the complexities of individual learning styles,
considered the point of view or perspective of others, and identified the influence of relevant contexts
in forming conclusions and a plan.

An examiner would evaluate how this posting reflects the student’s accomplishment toward the
objective of “Take the initiative to practice in an integrative manner, the skills that are associated with creative
thinking, critical or reflective thinking and problem solving.” using the rubrics identified for the three sub-
competencies associated with the competency domain of “Integrative Learning” (Connections to
Experience, Transfer, Reflection and Self-Assessment). The student would be marked based on the
proficiency levels from 1 through 4 as defined in the rubric for each aspect of performance.

This document is a draft document used to describe how CBE will be incorporated into the curriculum at Open Campus.

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