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Leveraging competency framework to improve teaching and learning: A methodological approach

机译：利用能力框架改善教学方法：一种方法论方法

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A number of engineering education programs have defined learning outcomes and course-level competencies, and conducted assessments at the program level to determine areas for continuous improvement. However, many of these programs have not implemented a comprehensive competency framework to support the actual delivery and assessment of an individual course. This paper highlights how a competency framework can be used across the life cycle of a course to effectively deliver and assess course content, and give valuable, timely feedback to students thus, improving teaching, student motivation and learning. A framework for leveraging course competencies during course design and delivery is presented, and addresses the following five phases of a course, namely, content design, assessment design, content delivery and assessment, assessment results analysis and feedback, and content review. Using a large first-year core course of the BSc (Information Systems Management) program, at School of Information Systems, Singapore Management University, Singapore-called Information Systems Software Foundation (ISSF)-as an example, this paper shows how course competencies support the framework's five phases. Data from a student survey indicates that the framework has contributed to enhancing their motivation to learn, provides enhanced learning experiences in terms of helping students prepare for each assessment, providing better feedback by raising awareness of what they know and do not know, and revisiting topics that relate to competencies that have not been fully acquired. Results from interviewing instructors revealed that the competency framework provides valuable and timely feedback on how students are performing, and additionally what changes are required to both the content and method of delivery in order to improve teaching. This contributes towards more effectively closing the "teaching and learning loop".
机译：许多工程教育计划已经定义了学习成果和课程级别的能力，并在计划级别进行了评估以确定持续改进的领域。但是，许多此类计划尚未实施全面的能力框架来支持单个课程的实际交付和评估。本文重点介绍了如何在课程的整个生命周期中使用能力框架来有效地交付和评估课程内容，并向学生提供有价值的及时反馈，从而改善教学，学生的动机和学习能力。提出了在课程设计和交付过程中利用课程能力的框架，涉及框架的以下五个阶段，即内容设计，评估设计，内容交付和评估，评估结果分析和反馈以及内容审核。本文以新加坡管理大学信息系统学院的一门大型BSc（信息系统管理）课程为核心课程，该课程称为“信息系统软件基金会（ISSF）”，以该课程为例，说明了课程能力如何得到支持框架的五个阶段。来自学生调查的数据表明，该框架有助于增强他们的学习动机，在帮助学生为每次评估做准备，通过提高对他们知道和不知道的认识以及重新讨论主题方面提供更好的反馈方面，提供了增强的学习体验。与尚未完全获得的能力有关。面试教师的结果显示，能力框架为学生的表现提供了宝贵而及时的反馈，此外，为了改进教学，内容和授课方式都需要进行哪些更改。这有助于更有效地关闭“教学和学习循环”。

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