<p>Student Professional Development: Competency-Based Learning and Assessment</p>

Abstract

The audience will understand the need for student professional development, as well as, the role that competencies and the 360-degree feedback assessment process play. Additionally, a foundational framework for further research studies in competency-based learning and assessment will be presented. Disciplines

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

“…The most strongly emphasized competencies have been effective communication (Baughman et al, ; Grodzicki & Madigan, ) and contextual competencies (Ro et al, ) such as: Knowledge of social, cultural, political, economic and environmental contexts that may affect a solution to an engineering problem Knowledge between technological solutions and the context in which they are operating Ability to use knowledge from different cultures, social values, political systems, economic conditions, and environmental issues to guide engineering solutions …”

“…Recently, more effort has focused on determining sets of competencies for specific fields that should be adopted by all programs in that field. Additionally, many researchers have offered recommendations for a set of common professional competencies that all engineering students should have by the time they enter the workforce (Baughman et al, ; Grodzicki & Madigan, ; Jesiek, Haller, & Thompson, ; Ro et al, ). Yet, fewer such efforts have been put forth to recommend practices for promoting and developing students’ professional competencies, especially in the CBL context.…”

“…In some cases, 360 degree assessment was a way of evaluating students' portfolios or was used combined with traditional methods of evaluation such as quizzes, tests, projects and presentations (De Los Rios-Carmenado et al, 2015;Zou & Ko, 2012). Varying the sources of feedback aided in improving learning outcomes (Baughman et al, 2012;Carbonell et al, 2012;Spelt et al, 2015;Woodrow et al, 2013). Specifically, regarding professional competencies, Woodrow et al (2013) and De Los Rios-Carmenado et al (2015) suggested that 360 degree assessments may be one way of promoting professional skills and attitudes.…”

“…Specifically, regarding professional competencies, Woodrow et al (2013) and De Los Rios-Carmenado et al (2015) suggested that 360 degree assessments may be one way of promoting professional skills and attitudes. Of the articles reviewed, six utilized or advocated the use of 360 degree assessments (Baughman et al, 2012;Carbonell et al, 2012;De Los Rios-Carmenado et al, 2015;Rikakis et al, 2013;Spelt et al, 2015;Woodrow et al, 2013).…”

“…The most strongly emphasized competencies have been effective communication (Baughman et al, 2012;Grodzicki & Madigan, 2011) and contextual competencies (Ro et al, 2015) such as:…”