Agricultural and Biosystems Engineering Publications
Document Type
Article
Publication Date
Fall 2012
Journal or Book Title
The Journal of Technology Studies
Volume
38
Issue
2
First Page
115
Last Page
127
Abstract
This case study examines the implementation of competency-based learning (CBL) and assessment as a measure of student professional development. Students enrolled in an industrial technology undergraduate course at a Midwestern university participated in this study. Based on the degree program outcomes, the “top five” course competencies were identified, and their key action items were assessed using an industry-based, 360-degree assessment process. Significant differences in the average initial and final assessed values were used to determine professional development gains. Findings showed that self-assessed professional gains were achieved, self-assessed results were higher than peer results, and overall peer assessments indicated aggregate gains in professional development. This case study provides a foundational framework for further research studies in competency-based learning and assessment.
Access
Open
Rights
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License.
Copyright Owner
Epsilon Pi Tau, Inc.
Copyright Date
2012
Language
en
File Format
application/pdf
Recommended Citation
Baughman, Jacqulyn A.; Brumm, Thomas J.; and Mickelson, Steven K., "Student Professional Development: Competency-Based Learning and Assessment" (2012). Agricultural and Biosystems Engineering Publications. 382.
https://lib.dr.iastate.edu/abe_eng_pubs/382
Included in
Agriculture Commons, Bioresource and Agricultural Engineering Commons, Engineering Education Commons
Comments
This article is from The Journal of Technology Studies 38, no. 2 (2012): 115–127.