Institute of Graduate and Professional Studies

COMPETENCY-BASED LEARNING
(CBL)

GROUP PRESENTATION
Social Regards for Learning with Action Research
Dr. Dorothy Paneda
 GROUP MEMBERS

ASHLEY LORENZO INTRODUCTION TO COMPETENCY-

MED-English BASED LEARNING (CBL)
MARILYN CASTAÑEDA
MED-Social Studies ASSESSMENT IN CBL

ALVIN AQUINO
MED-Social Studies LEARNING STANDARDS IN CBL
FAITHFUL ANNE ARUGAY
MED-Social Studies ACADEMIC SUPPORT IN CBL

JEANET MENESES
MED-Social Studies IMPACT OF CBL TO EDUCATION
INTRODUCTION
Ma'am Ashley

A competency is the capability to apply or use a set

of related knowledge, skills, and abilities required to
successfully perform "critical functions" or tasks in a
defined setting.
INTRODUCTION
Ma'am Ashley

Competencies often serve as the basis for skill

standards that specify the level of knowledge, skills,
and abilities required for success as well as potential
measurement criteria for assessing competency
attainment.
INTRODUCTION
Ma'am Ashley

Kindergarten (PNEKBS-Id-2)
Tell the function of each basic body part

Grade 5 (EN5G-IVa-1.8.1)
Use compound and complex sentences to show
cause and effect and problem-solution relationship
of ideas
INTRODUCTION
Ma'am Ashley

Grade 8 (AP8HSK-Id-4)
Nasusuri ang katangiang pisikal ng daigdig

Grade 11 (M11GM-IIb-2)
Solve problems involving simple and compound
interests
INTRODUCTION
Ma'am Ashley

Competency-based learning refers to systems of

instruction, assessment, grading, and academic
reporting that are based on students demonstrating
that they have learned the knowledge and skills they
are expected to learn as they progress through their
education.
INTRODUCTION
Ma'am Ashley

The general goal of competency-based learning is to

ensure that students are acquiring the knowledge and
skills that are deemed to be essential to success in
school, higher education, careers, and adult life.
INTRODUCTION
Ma'am Ashley

It is also called proficiency-based, mastery-based,

outcome-based, performance-based, and standards-
based education.
 ASSESSMENT
Ma'am Marilyn

Assessment refers to the wide variety of methods or

tools that educators use to evaluate, measure, and
document the academic readiness, learning progress,
skill acquisition, or educational needs of students.
*Types of Assessment
ASSESSMENT
Ma'am Marilyn

High-stakes assessments are typically standardized tests used for

the purposes of accountability—i.e., any attempt by federal, state,
or local government agencies to ensure that students are enrolled in
effective schools and being taught by effective teachers.
*Types of Assessment
ASSESSMENT
Ma'am Marilyn

Pre-assessments are administered before students begin a lesson, unit,

course, or academic program. Students are not necessarily expected to
know most, or even any, of the material evaluated by pre-assessments
—they are generally used to (1) establish a baseline against which
educators measure learning progress over the duration of a program,
course, or instructional period, or (2) determine general academic
readiness for a course, program, grade level, or new academic program
that student may be transferring into.
*Types of Assessment
ASSESSMENT
Ma'am Marilyn

Formative assessments are in-process evaluations of student learning

that are typically administered multiple times during a unit, course, or
academic program. The general purpose of formative assessment is to
give educators in-process feedback about what students are learning or
not learning so that instructional approaches, teaching materials, and
academic support can be modified accordingly.
*Types of Assessment
ASSESSMENT
Ma'am Marilyn

Summative assessments are used to evaluate student learning at the

conclusion of a specific instructional period—typically at the end of a
unit, course, semester, program, or school year.
*Types of Assessment
ASSESSMENT
Ma'am Marilyn

Interim assessments are used to evaluate where students are in their

learning progress and determine whether they are on track to
performing well on future assessments, such as standardized tests, end-
of-course exams, and other forms of “summative” assessment.
*Types of Assessment
ASSESSMENT
Ma'am Marilyn

Placement assessments are used to “place” students into a course,

course level, or academic program.

Screening assessments are used to determine whether students may

need specialized assistance or services, or whether they are ready to
begin a course, grade level, or academic program. Screening
assessments may take a wide variety of forms in educational settings,
and they may be developmental, physical, cognitive, or academic.
*Assessment Purposes
ASSESSMENT
Ma'am Marilyn

• Standardized assessments
• Standards-referenced or standards-based assessments

• Common assessments
• Performance assessments
• Portfolio-based assessments
LEARNING STANDARDS
Sir Alvin

Standard is the same as objectives Standards are parallel to

traditional goals and objectives as well as outcomes. It has an
implication of high levels of expectations and monitoring that were
not commonly connected to the widely used educational objectives
LEARNING STANDARDS
Sir Alvin

NATIONAL STANDARDS
Some are very general
Other standards are more specific
LEARNING STANDARDS
Sir Alvin

FORMAT OF STANDARDS
Lack of uniformity in national standards makes it difficult for
school districts to adopt the subject- specific national
documents (Standards & Benchmarks)
Some standards deal with content, while others address
curriculum, performance or lifelong learning skills
LEARNING STANDARDS
Sir Alvin

MANAGEMENT ISSUES
If teachers attempt to teach ALL the standards now in place, the
average student would need to add FIVE more years to his/her
school career.
LEARNING STANDARDS
Sir Alvin

TYPES OF STANDARDS
Content Standards
Performance Standards
Lifelong Learning Standards
Opportunity to learn
LEARNING STANDARDS
Sir Alvin

Why Do We Need Standards?

Standards can be a blueprint to ensure that all students are learning

the necessary knowledge and skills. Effective instructional
practices can be designed to teach the standards, and appropriate
multiple measures can be developed which is reliable, valid.
LEARNING STANDARDS
Sir Alvin

Four reasons that standards represent the most powerful options for
school reform

1. Erosion of the Carnegie unit and the common curriculum

2. Variation in current grading practices
3. Lack of attention to educational outputs
4. Competing countries do it
LEARNING STANDARDS
Sir Alvin

S - Synthesize educational goals

T - Target student achievement
A - Align curriculum systematically
N - Notify the public of results
D - Determine criteria for quality work
A - Analyze data
R - Refocus instructional methodology
D - Dedicate resources for professional development
S - Serve the needs of a diverse population
 ACADEMIC SUPPORT
Ma'am Faithful

The term academic support may refer to a wide variety of

instructional methods, educational services, or school
resources provided to students in the effort to help them
accelerate their learning progress, catch up with their
peers, meet learning standards, or generally succeed in
school.
 ACADEMIC SUPPORT
Ma'am Faithful

When the term is used in educational contexts without

qualification, specific examples, or additional explanation,
it may be difficult to determine precisely what “academic
support” is referring to. The terms support or supports
may also be used in reference to any number of academic-
support strategies.
 ACADEMIC SUPPORT
Ma'am Faithful

While the design and purpose of academic-support

programs may vary widely from school to school, the
following are some representative examples of common
forms of academic support:
 ACADEMIC SUPPORT
Ma'am Faithful

Classroom-based strategies
School-based strategies
After-hours strategies
Outside-of-school strategies
Vacation-break strategies
Technology-assisted strategies
 ACADEMIC SUPPORT
Ma'am Faithful

In addition to the various support settings and delivery

methods described, academic support may also have a
specific educational focus or goal. A few representative
examples:
 ACADEMIC SUPPORT
Ma'am Faithful

Relationship-based support
Skill-based support
Needs-based support
IMPACT TO EDUCATION
Ma'am Jeanet

Student work on their own pace

The strength of competency-based training lies in the fact that
it puts the ownership of learning into the students and let them
meet a certain big-picture understanding.
IMPACT TO EDUCATION
Ma'am Jeanet

Flexibility
To students who have been a drop-out, but would still wish to
move forward, but without a gap, Competency-Based Learning
is a boon! With competency-based education, students really do
not have to waste time by sitting in the classroom on things that
they have already mastered. CBE lets them move-on on
demonstrating their mastery level.
IMPACT TO EDUCATION
Ma'am Jeanet

A ticket to gain real-world experience

The goal of higher education is to groom up students from
becoming effective leaders in their chosen field. Beyond
accomplishing grades, what is more in demand now is gaining
real-life skills.
IMPACT TO EDUCATION
Ma'am Jeanet

Personalized way of teaching

Amidst schools that failed to address students' critical learning
gaps, knowledge, and skill, competency-based schools
proactively challenge the age-old practices and bring alternative
systems in place to promote success for all.
IMPACT TO EDUCATION
Ma'am Jeanet

Timely support
In contrast to the traditional schools where students had to fail
to receive remedial support, in a competency-based assessment
model the students get additional support even during the
process of building knowledge and skills.
IMPACT TO EDUCATION
Ma'am Jeanet

A novelty in assessment and grading

The assessment system is one of the biggest advantages of
competency-based learning. Far from the traditional systems
that focused much on summative assessments and the lower
levels of Bloom’s taxonomy including memorization,
application, and comprehension, the competency-based
assessment focuses on the assessments for learning. It
embedded assessments that are aligned to outcomes.
IMPACT TO EDUCATION
Ma'am Jeanet

Developing the whole learner

In addition to academic growth, personalized learning
emphasizes the importance of addressing each learner’s
social, emotional, mental and physical needs.
IMPACT TO EDUCATION
Ma'am Jeanet

Empowering individuals to reach their potential

By helping students to develop individual ownership of

learning, they are encouraged to explore their strengths and
interests, and get the support they need to set and achieve
personal education goals.
THANK YOU!