Making sense of K‐12 competency‐based education: A systematic literature review of implementation and outcomes research from 2000 to 2019

Abstract

Background Competency‐based education (CBE) is a systems‐change approach intended to re‐shape traditional understandings of what, when, where, and how students learn and demonstrate academic knowledge and skills. Research on the factors that affect K‐12 CBE implementation and the efficacy of different approaches has not yet been meticulously reviewed. Aims The purpose of this literature review was to examine the research on K‐12 CBE for factors that affect implementation, student outcomes, and the relationship between implementation and student outcomes. Methods A systematic literature review was conducted that included 25 peer‐reviewed studies and unpublished reports from 2000 to 2019 related to K‐12 students. Results Facilitators and barriers that affect K‐12 CBE implementation were fairly consistent across studies. Factors perceived as barriers in some contexts were viewed as facilitators in others—it all depended on stage of implementation. Findings about the outcomes of CBE for K‐12 students reflected mixed results with respect to claims that CBE implementation supports (a) academic achievement and progress; (b) intrinsic motivation and engagement; and (c) other important academic outcomes. Discussion Undergirding all findings in this review is the difficulty of isolating the research on implementation and outcomes of K‐12 CBE approaches in some “pure form.” It may make more sense for the field to coalesce around a common continuum of practices in relation to the key elements of CBE from more traditional models to more competency‐based models. Also, assessment as a key feature of CB implementation was absent from most of the studies reviewed which is notable given that determining competence is fundamentally an assessment decision. Directions for future research are discussed. Conclusion For many, the promise of CBE and related practices is that student achievement will improve and minimize equity gaps. This systematic review serves to amplify what is known about CBE approaches and what still needs investigation.

The teacher education curriculum and its competency‐based education attributes

“…Such prescription is not only typical of fixed-pace methods but contradictory to the 'reality that people master subjects at different rates and bring diverse levels of prior experience and knowledge to that mastery' (Johnstone & Soares, 2014). Self-paced, individualized learning, which is a core principle of the competency-based model to which the DSE program subscribes is opposed to fixed-paced learning (Evans et al, 2020). CBE is founded on the assumption that individual learners pursue unique learning goals based on their unique experiences and diverse levels of mastery.…”

“…Another inherent assumption is that 'teacher trainees' shall attain the prescribed competencies after 'spending 2 years of study in teacher colleges' (MoEVT, 2013, p. 10). Such a strong prescription of time and pace reflects emphasis on time-based and group-based learning (Evans et al, 2020). In this context, prescribed competencies are expected to be mastered uniformly by all learners regardless of their individual differences, entry credentials, learning interests and learning styles.…”

“…Overall, the revision process involved a shift in paradigm from content-based to competency-based education (Paulo & Tilya, 2014). Content-based education was criticized for lacking market relevance and failing to equip graduates with career-applicable skills (Evans et al, 2020). It focuses on a narrow set of cognitive outcomes such as memorisation and comprehension of subject knowledge with no focus on transfer of knowledge and skills to new contexts (Johnstone & Soares, 2014).…”

Review study: Competency-based approach implementation in educational system

“…After that, the idea of CBA entered the academic field by Tyler, Wheeler, Bloom and Mager with the theoretical presented between the 1940s and 1950s. After the 1970s-1990s, many states in the USA adopted CBA in their education system to provide learners with important life competencies (Evans et al, 2020). The purpose of adopting CBA in education systems was to reconfigure the patterns of teaching and learning in a way that allowed all students to attain the same performance standards, regardless of the time needed and differentiated supports for each student.…”

Exploring secondary teachers' perspectives on implementing competency‐based education

“…In his diffusion of innovation theory, Rogers (2003) recognized a continuum of adopters where a percentage of teachers, or “laggards,” delayed adoption, citing “this too shall pass,” as is often the case in educational reform. In a recent literature review, Evans et al (2020) identified barriers and facilitators of CBE implementation and found common barriers were “reluctance of teachers to change instructional methods…and securing buy‐in from teachers” (p. 13). How did New Hampshire teachers’ beliefs serve as barriers or facilitators to operationalizing the 2010 mandate?…”