Automated Assessment and Monitoring Support for Competency-Based Courses

Abstract

Competency-based education is becoming increasingly adopted by higher education institutions all over the world. This paper presents a framework that assists instructors in this pedagogical paradigm and its corresponding open-source implementation. The framework supports the formal definition of competency assessment models and the students' evaluation under these models. It also provides distinct learning analytics for identifying course shortcomings and validating corrective actions instructors have introduced in a course. Finally, this paper reports the benefits of applying our framework to an engineering course at the Pontifical Catholic University, Valparaíso, Chile for three years.INDEX TERMS Competency-based education, course assessment, course monitoring, learning outcome.

Evidence-Based Control Engineering Education: Evaluating the LCSD Simulation Tool

“…This paper proposes a methodology to assess the effectiveness of innovations in control engineering education. Data are organized hierarchically in a competency-based model [48]- [50] to enable instructors to analyze information at different abstraction levels. Whereas the highest levels provide a panoramic view of the results, fine-grained analyses help to identify the innovation effects accurately.…”

“…We proposed and applied this competency assessment model in [50] on the same course, but with a different purpose. Table 2 summarizes the course contents on which our evaluation was focused.…”

“…In previous course editions, students showed low performance on these contents, specifically when required to analyze and discuss their results in the applied assessment tools. In this context, instructors decided to incorporate LCSD to improve this situation, thus taking advantage of the continuous improvement scheme also proposed in [50].…”

Learning Analytics: A Comprehensive Analysis of Methods for Student Performance Prediction

“…It describes the relationship between the dependent and independent variables using each point in the variable. [37] The least-squares method gives the general justification to the situation of the line of best fit among the information focuses being examined. The most widely recognized use of the least-squares method, which is alluded to as direct or standard, expects to make a straight line that limits the aggregate of the squares of the mistakes created by the aftereffects of the related conditions, for example, the squared residuals coming about because of contrasts in the watched esteem and the esteem foreseen dependent on the model.…”

Analíticas de aprendizaje en la territorialidad virtual de la enseñanza: caso República Dominicana

“…Específicamente, postula una digitalización capaz de posibilitar el acceso y experimentación manteniendo la protección de datos (Scheffel et al, 2014;Bull, & Kay, 2016;Hasan et al, 2019). Si bien en esta analítica se admite la preponderancia del espacio online y uso de nuevas tecnologías, entre ellas el aprendizaje móvil (Kuhnel et al, 2018;Hernández-Leo, Martinez-Maldonado, Pardo,Muñoz-Cristóbal, & Rodríguez-Triana, 2019;Vargas et al, 2019) y aún más innovador el empleo de tecnología vestible como relojes que miden la frecuencia cardiaca (Lu, Zhang, Zhang, Xiao, & Yu, 2017). En efecto, este equilibrio entre lo algorítmico y lo físico puede lograrse mediante un equilibrio en el uso de componentes semipresenciales (Wise, Vytasek, Hausknecht, & Zhao, 2016) Datos obtenidos de la encuesta sobre el proyecto LALA En primer lugar y con base en la hipótesis de este estudio: "existe un alto grado de acuerdo de los expertos sobre la aplicación del proyecto LALA de analíticas de aprendizaje en República Dominicana" se evidencia que el 73% de los encuestados conoce las métricas de aprendizaje, entre las que prevalecen respuestas como la prueba PISA, seguida del TIMSS y las Pruebas Nacionales (usadas hasta el 2018 en República Dominicana), el Programa Internacional para Evaluación de los Estudiantes, el método del tiempo, entre otros (figura 2).…”