Publication

Abstract : Despite the momentum gained by Competence-Based Learning (CBL), certain crucial aspects such as the competence assessment remain still open. The lack of systematic evidence about how those competencies are delivered and acquired limits different stakeholders-namely curriculum designers, teachers and students-from understanding what is the current state and how to intervene to better support the competence development. To support the stakeholders in this endeavor, this paper presents our approach and plan towards enabling evidence-based decision making in competency-based programs delivered at Tallinn University. More concretely, our proposal collects data from course designs (created by the teachers) and learning traces, and analyses them in the framework of the competence model prescribed at the national level, extracting to what extent competencies have been included in the curriculum and acquired by the students. To reach this goal, we propose a Design-Based Research approach where solutions will be iteratively designed, applied, assessed and refined, involving the different stakeholders in the process.