Competency-based Learning Design: Concepts, Instructional Design and Learning Evaluation

Abstract

This article is intended to study the concept of competency-based learning (CBL), approach to the design of competency-based learning and competency-based learning evaluation. Competency-based learning management practices focus on combining both content and knowledge. Practical skills, attitudes, and attributes are necessary to achieve the desired competencies. Therefore, the design of competency-based learning management has changed the paradigm from content-based teaching to ability-based teaching, learning that combines knowledge across science, and paying attention to the learners' needs when making decisions about their learning experience. This is a way to create or apply knowledge and learners can demonstrate their own learning. For learning design to be consistent with competency-based learning management, instructors should design by selecting meaningful contexts and having a multidisciplinary approach.

Through cooperative learning and interactive learning, learners can choose to learn by discovering information through cognitive processes. It is important, that teachers design their learning to meet their individual learning needs. In designing learning activities, practice should be emphasized. (Performance) under the conditions (Condition) specified to meet the standards (Standard) according to the performance criteria (Performance Criteria) and have evidence of practice (Evidence), including assessment and examination, therefore learning design, and evaluating learning outcomes are based on competency-based learning management. In evaluating learning competency, it is an assessment of learners who demonstrate performance according to performance criteria (Performance Criteria) that indicate the proficiency (Mastery) of learners, so learners will receive feedback for developing competency. own in the process of evaluating the competency base, a variety of methods and assessment tools must be used as an assessment based on actual conditions, focusing on competency development (Assessment for Improvement), thus evaluating an assessment based on actual conditions (Authentic Assessment).