Authentic Assessment of Competency Demonstration Using Digital Artifacts, Documentation, and Portfolios
PROCEEDING
Elizabeth Crawford, David Rausch, University of Tennessee at Chattanooga, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
Many undergraduate and graduate programs use a digital portfolio process as an assessment method for demonstration of competence. Our competency based programs combine theory with application to professional practice. Students work within their professional environment supported by theoretical constructs of competency domains. Competencies are characterized as behaviors, knowledge, skills, and abilities exhibited in professional practice, which can be measured, enhanced, and improved through learning. Competencies should not be static or fixed, but are continually enhanced through academic engagement, experiential learning, and ongoing practice and development. Core competencies are areas of focus upon which future learning and professional practice are developed. Demonstration of competence impacts the success of individuals and organizations. Using digital portfolios complete with digital artifacts to demonstrate competence enhances learning and demonstrated performance improvement.
Citation
Crawford, E. & Rausch, D. (2016). Authentic Assessment of Competency Demonstration Using Digital Artifacts, Documentation, and Portfolios. In Proceedings of E-Learn: World Conference on E-Learning (pp. 1485-1490). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2021 from https://www.learntechlib.org/primary/p/174171/.
© 2016 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Garrett, B.M., MacPhee, M., & Jackson, C. (2013). Evaluation of an eportfolio for the assessment of clinical competence in a baccalaureate nursing program. Nurse education today, 33(10), 1207-1213.
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