DeGoede, K. M. (2018, June), Competency Based Assessment in Dynamics  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30212

\bibitem{asee_peer_30212}
  DeGoede, K. M. (2018, June), \emph{Competency Based Assessment in Dynamics}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30212

Kurt M DeGoede.  "Competency Based Assessment in Dynamics".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30212 Internet.  24 Apr, 2024

\bibitem{asee_peer_30212}
  Kurt M DeGoede.
  "Competency Based Assessment in Dynamics".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30212 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_30212
author = "Kurt M DeGoede"
title = "Competency Based Assessment in Dynamics"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30212}
number = {10.18260/1-2--30212}
}

TY  - CPAPER
AB  - This paper will examine the effectiveness and limitations of implementing a competency-based grading system in Engineering Dynamics.  Rather than assessing the students on how well they performed the many skills studied (traditional grading system) students were assessed on how many skills they can do well (competency or mastery-based grading). 

To earn a passing grade in the competency-based grading system, students demonstrated proficiency on two foundational skills for dynamic analysis. Proficiency required solving a problem in a test environment, assessed as correct or containing only trivial errors. In our curriculum, prerequisites are met with a grade of C- or higher. To earn this grade, students must have further demonstrated competency in two additional skills, determined as required for continued advanced study in dynamics. Students could demonstrate proficiency on additional skills to earn higher grades. Each skill increased the final letter grade by 1/3 of a grade.

I was able to compare the rate at which students demonstrated proficiency in an exam setting by completing an analysis with only trivial errors (2016 and 2017 competency-based offerings of the course), with a similar group of students who were assessed with a more traditional grading system (2014 offering). In the competency-based courses, >93% of the students demonstrated proficiency on the required skills, compared to 43% in the traditional offerings (Chi-Squared p<0.01). 

Several aspects of course design can help foster the successful use of the competency-based system of assessment.  A structure where the additional skills are not co-dependent for developing competency allows the course to have no more than two independent groups of students.  A physical classroom environment conducive to managing parallel groups students working on different sets of skills fosters effective use of class time.  Students move at different rates, so the instructor must create frequent opportunities to demonstrate competencies.   
AU  - Kurt M DeGoede
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Competency Based Assessment in Dynamics
UR  - https://peer.asee.org/30212
DO  - 10.18260/1-2--30212
ER  -