Competency MovementAECT INITIAL STANDARDS IBSTPI COMPETENCIES1. Design 1. Professional Foundations2. Development 2. Planning and Analysis3. Utilization 3. Design and Development4. Management 4. Implementation and5. Evaluation Management
Competency Movement• “a knowledge, skill, or attitude that enables one to effectively perform activities of a given occupation or function to the standards expected in employment” (Sims & Koszalka, 2008, p. 569)• Important prerequisite for performance• Competency-based assessments must be combined with other forms of assessment to increase accountability (Stefanakis, 2002)
Portfolio Assessment• Self-assessment tool• Self-evaluation skills• Students as reflective practitioners• Ownership of the learning process• Lifelong learning• Professional development
Portfolio Assessment• Basis for evaluation of degree programs• Summative assessment of student achievement in relation to a program’s goals and competencies• “purposeful collection of evidence used by students to document and reflect on learning outcomes” (Dannefer & Henson, 2007, p. 495).
IDD Program• 30 credit masters program• Designed to be completed on a part time basis• EDIT 601 IDD Portfolio• EDIT 701 Advanced IDD Portfolio• PBA (instructor, self, peer assessment)• Reflections/personal growth• Integration of IDD concepts, processes, and competencies• Evidence and artifacts: depth, breadth, and adaptiveness
Research Questions• Measure students’ perceptions of their proficiency in instructional design competencies in order to evaluate the degree to which a graduate program in instructional design effectively integrated these competencies into its curriculum.
Research Questions• How did students in a graduate instructional design program perceive their proficiency in ID competencies depicted by AECT standards?• How did students in a graduate instructional design program perceive their proficiency in ID competencies depicted by IBSTPI standards?• To what extent were the AECT standards addressed by the courses in this instructional design program as perceived by the students?• To what extent were the IBSTPI standards addressed by the courses in this instructional design program as perceived by the students?
Results Summary/Questions 1&2• Participants perceived themselves as mostly proficient (>60%) on AECT competencies • Strongest (83%) on Design • Weakest (62%) on Utilization• Participants perceived themselves as mostly proficient on IBSTPI competencies • Strongest (79%) on Professional Foundations • Weakest (59%) on Implementation and Management
Results Summary/Questions 3&4• Core courses (704, 705, 730, 732, 752) were most frequently mentioned• AECT Design & Development domains most addressed• AECT Evaluation domain least addressed• IBSTPI Professional Foundations domain most addressed• IBSTPI Implementation and Management least addressed
Implications• Need to improve ID instruction related to Utilization and Evaluation: • AECT Utilization competence involves “applying principles, theories, and research related to media utilization, diffusion, implementations, and policy-making” • AECT Evaluation competence involves “demonstrating knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of theories, and research related to problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning”
Implications• Need to improve ID instruction related to Implementation and Management• IBSTPI defines Implementation and Management as the ability to: • Plan and manage instructional design projects • Promote collaboration, partnerships and relationships among the participants in a design project • Apply business skills to managing instructional design • Design instructional management systems • Provide for the effective implementation of instructional products and programs