Sunday, August 30, 2015

Assessing competency-based education in terms of outcomes - Tara García Mathewson, Education Dive

Higher education has long been consumed with access rather than outcomes, but developing metrics for monitoring competency-based programs could provide an opportunity to change that. If nontraditional programs are going to get federal education dollars to operate, Michael B. Horn, the co-founder of the Clayton Christensen Institute and executive director of its education program, advises awarding dollars based on student outcomes. He also suggests in an op-ed for CompetencyWorks and reposted by eCampus News that policy makers move away from all-or-nothing access to such funding so programs are incentivized to do better rather than meet bare minimums.

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