Competencies and Learning Objectives" “The purpose ofthis paper isto support faculty of schools af public health/public health programs Programs (SPHIPHP) as they consider approaches and make decisions for sampetency-based progrem planning ené curriculum development “This document it provided for asistence aad doze not sntzad to prescube a process for curiculum development. Itwill provide an introduction tothe concepts and references to suppert continued eeaminaton of these issues Competency based education (CHE): history and averview Jn the 2005 revision of accreditation cntesia, CEPH changed its terminology The 2005 critena sek SPHIPHP to idenliy competencic, rather than leamang objecuve, fos their programs of study. The shift inthe citena’s language reflects a shuflan focus to competency-based, teducation CBE is en institutional process thet moves education from focusing on what academics believe graduates need ta know (Geacher focused) io what students need to know and be able ta dom ‘varying and complex situations (student andlor workplace focused), CBE is focused on outcomes (competencies) that ace linked ta workforce needs, as defined by employers and the profersion CBE"s autsomes are increasingly complex in nature, gather than ‘ening from the addition of multiple Low level objectives CBE often necessitates more complex assessment, savolving portlios, expeneutal leammng assessment in Geld expenence, demonstration in varying contexts, cole play, we of standardized patients or clients cc. Large sll ets are broken down into competencies, which may have sequential levels of mastery Competencies reinforce one another from baat to advanced as learning progresses: the ‘mpa:t of creasing competencies is synergistic, and the whole greater than the sum ofthe pats Competencies within different contexts may cequire different bundles of ails, knowledge and attrudes The challenge isto dexermine wich competencies can be bundled tagether to provide the optimal grouping for yesformung tasks. Another challenge designing learning experienc ‘that support students as tey practice using and applying these competencies indifferent contexts. Continual reinement of defined competeacies is wecessary so that enhanced performance in a vaciety of contests can be astessed. In essence, CBE is. process, nat a product. “Tiss eteshmclesastance dormest, intended to be hag to insttitions seangacreiteon endo ats eat feonsin evaluating shols end propans Tess tote plicy pepe end doesnot supplt armel ected cena thet pce the cesttoneneingsrsesn afte Caune cn darian fx Pe Henin fase partes shed efecto deren Cntr Sols f Pate Heats Hone 205, or crea Criteria for Fie eat ‘Programs lone 2005 forthe secretaon eens.Hierarchical Relationships ASSESSMENT OF CBE ie move than a effort to describe or lst educational and behavioral objectives. The ely ‘amphasis on behavioral leaning objecuives war oa relisble observation and judgment. To dus end, wnters of behavioral objectives were encouraged to stale outcomes in operational fms, swhich can be observed using consistent observational procesees allowing for no interpretation (loom, 1971), In an stent to achieve thie reliability. behaviors] verb fom alist of behavioral verbs (eg. stete, lit, name, recognize, describe, calculate, desonbe, expla. synthesze, analyse) was required to Degin the objective. Thve this nasrowness that led tothe cnticiem of tiese approaches then and now, atamment ofthe multiple behavioral objectives did not qual students’ workforce Eunctionslity school/progyai mission, instructional and course Jn addition o clarifjing educational outcomes as they relate to workforce needs and expectations, competencies are cntucal lo lang couse earning objectves to the SPHUPHP instructional objectives. The CEPH Criteria require each SPH/PHP to state a mission that i anes 8, Voneiees B, Pessan, KDafoonig and acess leg: Kolorngcompeticy-bard ientees ‘Washogin DC. Counc fhe WetsenlPotecondn'y Eeoeshon copes, 2 Patan NCES 200219supported by institutional goals forinstristion, service and research Goals are broad idealistic slatements of how the station's efforts sesearch, service and snstrucion lead tothe stated smassion Goals must in tum be supported by objectives that are mere specific, mearurable statements of what the SPH/PHE plans to achieve related to vesearch, service and instruction Figure | outlines the hierachical relationship that extends from the SPHIPHP"s mission, Figure? Hierarchy ond Interrelationships of Objective Statements PEM cou er tehanjor nebo cdg tacos + t ope Instructional objectives ‘The insiructonal objectve isthe SPHUPHP’s statement of a measurable step xt wall achieve that leads to a instructional goal_ Objectives capture the means by which an SPHPHP wall mplemen! its sae mission, ae specified m CEPHs aceretation crea Figure3 Instructional goat ‘To prepare pub health professionals who are competent inthe public heath core content and rmethodeloyieal approaches to probler-sckng Instructional objective To requta al studanls to doransratocompstoncies requ of MPH graduatos athe timo of graduation ‘Tae god sn Figure 3 describes the general intent of the SPHIPHP to produce graduates who ace alle to use pubs health core knowledge The related objective clearly siates one way im inet the ansututon intends to achieve this goal. Thir objective is mearurable, aa that st specifies the degree to which the action ir deaonstssted. The SPHIPHP will be able to measure in any given cohort of students whether all (100 percent) students meet the competencies for MPH graduatesMeasorable objectives specify the minimum accepteble performance in tems of quality, quentity or hme These objevuves are used by the inshtution to evaluate progress in meeting ile base educations) mission and may be expanded ar appropnate to encompass the complex nature or special focus of each institution ‘A mejor difference between an SPH/PHP inserastional objeative and a competency is thet the snatstuiond objective specafies what the metiusion intends to dow achieve ite snsrustonal goals. Competencies on the other hand, lealy define what the student wall do tp demonstrate Tearing fora worklorce yelated need Competen ‘The second level, nd the grimery focus of this paper, is the SPH/PHP's stated competencies Crtenion 2.6 requires that SPHIPHP pretent competences for each degree program snd eack ‘rea of specialization, This includes all professional degres programs (eg, MPH, MHA, DrPH), seademic degiee programs (2, MMS, PaD, ScD) and dual degree programs (eg, MD/MPH, MBAMMHA). This also includes tracks, concentrations or specializations within the degree prageems! ‘Thu, there wall be competencies that reflect general public heath competencies (common azross the degree program) and 2 complementary set of compsienciss that are specie to the track, concentration or specialization For example, if an institution offers the MPH wath seven distinct track, se would have a set of competencies common for all MPH students, and, in addition, each of the teven tracks would have its own sat of track-perific competencies. Before a degree is awarded, sudents should demonstrate the stiainment of overall MPK competencies, ab well as the competences specified for the student's patucula area of conceatraton Competencies at thus level should describe what every graduate who completes tht track of study should know sand be ableta do. Figure 4, below, illustrates competencies at both levels Figur Competency (conan to al MPH studerts) [dnt pubic heath Tans reguluons and policies related to prevention programs. Competency (specif to concentration students) Apply prope laboratory techniques fo fest toicty of speci environmental substances, Courseleduentional experience earning objectives “The third and most specific type of outsame statement is the courselleaming activity objective depicied in Figure 5, ax it relates to a competency Learning activity objectives, generally found fon course syilaby and materials to support experiential leaning. desonbe the inowledge and Malls that a student is expected vo demonstrate upon completion of the course. Ideally, each of these objectives relates, an some dsceruable way, tothe competenccs far the overall program of study A combination of course-specifc objectives is usually necessary ta ashieve the broader ‘ompetensie, bit the link between the two should be evident tency concentohns opin and species fart ony peeabed eau a ay ffecea by SPHIPHPFigures Competency Use Satstial software to analyze heath related data Course abectve Performa regression analysis using SAS. ‘All objectives and competencies, regardless ofthe level fbr which they are mabended, should be pecific mearurable and wntten im behanoral terms. Each should specify an observable leaming jvtzome, and all objectives have two pars ~an action verb and a conteat aca Important Considerations | One key element, also specified in Gnterion 26,18 that each set of competencies should be ‘made avilable to school or progcam constituents, expecially students. The se visit team wall, expect to see unsbuctional objechives, programmatic competencies (for all MPH students), concentration competencies and course learning objectives in the selEstudy document endlar iin an oasite resource le, but also in more public veanes such as the website, student Inendbook, recrmiiment matenals and course syllabi. Competencies are equivalent to a “contract” Detwem the student and the school or program. They state specifically whet the sodent should expect to leam and be able to do upon completion of the program of study. ‘This allows students ta monitor their own progress and identify any gaps in shill attainment Additionally, if an instsntion intends to assess student achieventent ad learning based on the ‘densified competencies, iisimperstive that they ore shared with aradente Competencies should be rewewed regularly aud redefined to seflect the changing needs of, public health practice Expected documentation for Cntenion 26 aacluder “a descapton of the manner in which the SPH/FHP periodically assesses the changing nceds of public health practice and uses this information to establish the competencies for ste educational programs” A ste vint team wall expect to see evidence tht this has occurred on an ongoing, ‘vans, For example, SPH/PHP may obtain mfarmaton through penudic surveys of employers or focus group discussions about the need for professionals with certain sll sets. Taey also may involve the practice community in advisory groups or in regular cuniculum planning, processes Finally, while course Teaming objectives ace mast appropnitely developed by the course usiructer (ae pat of a collaborative curmculum development procest). imetruckonal objectives and competencies should be developed through a process of consensus-building Ideally, all afected partes should be involved im their development, faculty in particule, but aso students and representatives fom the public heath practice community and workforce ‘qlity assurance pracesses ‘The process of abtsining consensus will inevitably talee longer than it would f he chair of the curriculum committee or the program director simply writes the competencies, butan the end wall produce a sense of ownershipOUTCOMES BASED/ OUTCOMES FOCUSED EDUCATION OVERVIEW Prepared by: Mollie Butler, rn, pnp (candidate)OUTCOMES BASED /OUTCOMES FOCUSED EDUCATION Outcomes based education (OBE) is a process that involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement af high arder learning and mastery rather than the accumulation of course credits (Tucker, 2004). Thus the primary aim of OBE is to faciltate desired changes within the leamers, by increasing knowledge, developing skils and/or pasttvely influencing atttudes, values and judgment. OBE embodies the idea that the best way to loam is to first determina what needs to be achieved Once the fend goal (product or outcome) has been determined the strategies, pracesses, ‘techniques, and other ways and means can be put into place to achieve the goal Outcomes are clear learning results that leatners have to demonstrate at the end of significant leaming experiences: what learners can actually do with what they know and have learned Outcomes are actions! performances that embody ‘and reflect leamer competence in using content, information, ideas and toals successfully. Geyser (1993) says when leamers do important things with what they know they have taken a significant step beyond knowing itself. Vella, Berardinelli & Burrow (1998) reminds us of the importance of accountability mechanisms Jeamer assessment) that directly reflect student performance and help leamers “know what they know’. Thus outcomes describe te results of leaming aver a period of time ~ the results of what is learned versus what is taught OBE ts defined as a‘. comprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought fram each student" (Spady, 1994). An Education Department 16 Prepared by Molle Butler ‘xober 2004OBE Roots An outcomes based approach to education dates back same 600 years to craft guilds of the Midale Ages in Europe in the form of apprenticeship training models and there are many examples stil in place today (Spady, 1936). Malan (2000) analyzed past educabonal reforms that influenced OBE and identiied the fallowing ‘4 Tiers educational objectives In 1950 Tyler identified fundamental issues Important when developing and planning instruction, including purpose, content, organization and evaluation. He believed objectives were essential for systematic planning and identtying the required leamer behaviour post inetruction as well as the content and context to apply it within. His curriculum design approach cantinued to influence teaching far several decades and the basic philosophy for outcomes based design is rooted there (Aqun, 1998 citee inMatan, 2000) ‘@Blazoms mastery learning Bloam taxonamies for educational abjectives emerged in the 1950s and helped to determine whether learners had attained acceptable standards compared to desired leaming outcomes. His mastery leaming theory was based on the premise that with sufficient opportunities ang ‘support fram an appropriate learning environment most learners are successful in their eaming tasks. This nation is reflected in OBE. Other characteristics of mastery leaming include: > Ascertaining prerequisite knowledge ar skills to attain goals (outcomes) > A flexible timeframe to attain goals foutcomes) > Using different media and materials to create enriched teachingfearning contexts > Formative evaluation to provide feedback for both teaching and learning improvernent Competency based educatian was introduced in the 1960s in North America in response to growing concerns that students were net being taught what 16 Prepared by Molle Butler Oxober 2004they required after they left schaol. Malan (2000) summarizes the following components from the competency based literature, noting their praminent in OBE: >Expliot learning outcomes with respect to the required skis and concomitant proficiency (standards for assessment) A flexible timeframe ta master skills A variety of instructional activities ta faciitate learning > > > Crterian referenced testing of te required outcomes: > Cettilicatian based on demonstrated learning outcomes > Adaptable programmes to ensure optimum leamer guidance > Support for the notion the leamer is accauntable for his or her own ‘achievement 4 Glaser's ariterio ferenced leaming. In 1963, Glaser descrived criterion. referenced measurement as that which lacates a studert’s test behaviour on {a contnuum ranging from “na proficiency” to "perfect performance’. Crterion- reference instruction and assessment is based on attaining spectfic outcomes and on testing for competence in terms of stated criterion. This form of inetructio mpares 2 learning autcame ar mastery of competencies with 2 predetermined extemal standard, Success is measured ey demanstration of standards followed by remesial intervention as required. Crtenion-reterences assessment is te preferred made of assessment in OBE © Spa's OBE approach closely resembles Mager's (1982) guidelines in terms of expected performance, conditions under which it's attained and standards for assessed quality. OBE leaming programme assessment and leamer's competence can be compared to specttc erteria. Competence in the required outcome (learner behaviours) is demonstrated by culminated of significant leaming within a context, and specific timeframe required by the individual leamer. OBE is explored in greater detail in the following sections, 6 Prepared by Molle Butler Oxober 2004OBE Philosophy OBE can be regarded as a theory (or a philosophy) of education (Killen, 2000). Within OBE there are a certain set of beliefs and assumptions about leaming, teaching and the systemic structures within which activities take place. Spady (1994) proposes three basic assumptions: all learners can learn and succeed: success breeds success; and “teaching institutions’ (schools) contol the conditions of success Killen (2000) defines twa basic types of outcome. The first includes performance indicators often measured in terms of tests results, completion rates, post course employment, and so forth. It also emphasizes leamer mastery of traditional subject related academic outcomesfcontent and some cross discipline outcomes (such as problem salving ar warking conperatively). The secand is lass tangible and usually expressed in terms of wnat the leamers know, are able to do or are like as a result of their education. It stresses long term, cross-curricular outcomes which relate to future Ife roles of the learner (such as being a productive worker, fa responsible citizen or parent). These two approaches are what Spady (1994) respectively calls traditonaltransactional (content based) and tansformational (outcomes based) leaming systems. See below latter is the focus of this research and includes standards to be consistently demonstrated by the leamer at the end of a significant learning experience Content Based Learning Versus Outcomes Based Learning (Source: Spady, 1994) Passe suderte rare Prepared by Molle Butler ‘xober 2004 |Teachereaiers resonable fer | Learner fake respansibify for her leering, earors leatring motivated by pareonalty af | rotated by constant feedback! stfemation of wort ieachor Flacble time frames Previous knowledge & emperance | Recogn ton of por jearnng-aflerpre-assessment. earners inleaming fold igrored enon ime | credted autcomes demonstate ot ransereredks elsewhere ‘rend whole course OBE Principles Four principles guide the transformational OBE approach, taken tagether they strengthen the conditions for both learner and teacher success: clenty of focus design down high expectations expanded opportunities According to Spady (1998) the basic principle of transformational OBE is the dlatity of the focus. This principle infers that curriculum development implementation and evaluation should be geared by the outcomes which are expected as the culminating demanstrations of the leamers. The principle clearly elingates that the articulation of the desired end point is essential for successful outcornes (Willis & Kissane, 1887). Curriculum planners and educators have to identity a clear focus on what they want leamers to be able to demonstrate at the end of significant learning time. Once these autcames have been identified, the curriculum is constructed by backward mapping of knowledge and skills. The design dows asgect infers that all curricular and educational activities should be designed back from the point where the “exit outcomes” are expected to happen 16 Prepared by: Mole Butler ‘ober 2004 |‘The principle of high expectations elicits higher level of standards then would normally be set as only those can be labeled completed. Further learners are supported to culminate higher level of performance (Spady. 1938). Exoandes apartunities pravide far a flexible approach in time and teaching methodologies matched against the needs of the learner allowing more tran ane opportunity to succeed (Killen, 2000). Each of these principles are explored and applied to practice below. Outcomes Based Principles - explanation & application. (Source: Spady, 1994; Killen, 2000) fay cffocus— Focus on -whatwar © Hob leumars davalog comp mners be abla to dd Enable. piodatomined siicar suczosstuly sutcomos @Cbaily "shor & long tum loamin intonlons ‘eFcous “assessments on signitear outcomes Design wn ee ee twins clear dafintion of & Trace back rom dested and rosie fhe sigofcantleaming tra] & [sentty earning buling tlk Teamere. are to. achiev Link planning teaching. & assesamen by ne end of ther forma] Gacistonsto sgndeant leaner outcome fenton Tigh aIpeaaUETS | #Estabnah gh clalongh 9 Erasay deapy wa hsues a STD pevirmance sands | & Pushbeyend where normaly have gona Expanded @ De notloam same thing i] & Provide mutiple Teaming cppartuno oppertuntios samewayin same tia» | ~ matching loamna’s ngods wah teachin fchiques. OBE Purpose Spady (1994) emphasizes that the decision of what and whether the leamers leam is mare important than when it happens and through what means (now) they learn it He therefore identifies swo kay aims for OBE: Ensure all learners are successful in that they are equipped with the knowledge, shils and qualites (values and atttudes) required after they ext 16 Prepared by Molle Butler Sxober 2004the educational system 4 Achieve and maximize selected outcomes for all students by structuring and operating education facilties to be success oriented Spady alsa advises that while all learners can learn and succeed, they cannot da s0 an the same day because learners have different learning rates as well ag learning styles Further since successful learning breeds mare successful learning ‘the importance of having a stronger cognitive and psychological foundation of prior learning cannot be underestimated. And since the conditions directly affecting learning are under the “educational system's control, leaming is Gependent an the willingness of teachers and others to believe in the approach ‘and support learners in their learning. As OBE philosophy requires educators focus more broadly on accomplishing results versus simply providing @ service. it differs greatly from more traditional forms of education, most natably in i's overall approach (ramewiork) perception of time what and haw standards are assessed eens how performance is determined Each of these four areas is further explored below. Key to this approach is clear leaming outcomes around which all of the systern’s components can be focused Importantly is the requirement af establishing conditions as well as the oppartunities that enable and encourage all leainers to achieve the essential outcomes (Spady, 1984) 16 Prepared by Molle Butler ‘Oxober 2004 |Learning Systems: Content Based versus Outcomes Based (Source: Spady, 1994) Framewerk Predeimed curreulum, assessment & Gurteulum, stuctional sraegies feedentaing pies feeeserant hpariomed Structures "ends',no defined leamers! ‘andards, futcomes Structures support outcomes, ‘iesble &ameansto ‘tine leamnng onde" Performance Compataive & compettive approach Learners potentaly able recewe standards Linke to predetermined curve" quota | cteatfor achieving performance of possible successes Standards No quotas & standards pursued Assessment Criteria Killen (200) says to be useful in an OBE system, assessment criteria should canfarm to the follawing principles 4 The assessment procedures should be valid — they should assess what they are intended to assess ‘@ The assessment procedures shauld be reliable ~ they should give consistent results The assessment procedures should be fair - they should not be influenced by any irelevant factors such as the learner's cultural background Assessment should reflect the knowledge and skills that are mast important far leamersto lean + Assessment should tell educators and individual leamers something they do 6 Prepared by Molle Butler Oxober 2004not already know, stretching learners to the limits of their understanding and ability to apply their knowledge Assessment should be comprehensive and explicit Assessment should support every learner's opportunity to leam things that are important ‘© Because learners are individuals, assessment should sllow this individuality to be demonstrated ‘As wall, to ensure fair, equtable and transparent judgment, the criteria used uring the assessment pracess must be identtied, formulated and made known to all candidates before assessment takes place. The implications of Spady’s four principles in determining whether a candidate's demanstration(performance was sufficient, are that assessment must be summatve (continuous manitonng with feedback), performance based (authentic in the workplace/ real life environment) ‘and criterion referenced (assessment criteria). The transition trom traeitionall transactional learning to transformatwe outcomes based learning requires educators to facilitate the leatning process by creating and expanding leaming oppartunities: The learner's role is ta actively padicipate in and contribute towards the learning process. To facilitate leaming curriculum (learning programme) development is essential There are many postive aspects to OBE, particularly tram a transformational ‘viewpoint It supports a rational approach to education as a means rather than an end in itself and support cooperative versus competitve learning, It demands that ‘those who plan, manage and account for what happens to focus their efforts onto leaming and attainment of desired outcomes as appased ta curriculum content ‘and achiavement of grades. Leatning is na langer time and teacher dependant Learners, educators and thers who support leatning have to become more attune to creating the conditions that supports leaming and attainment of desired outcomes. As noted by Spady (1994), OBE demands 3 "commitment to 16 Prepared by Molle Butler ‘xober 2004