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Drriel: Created page with "'''Competency versus learning''' is a small debate in the evaluation phase of design that considers whether a product should investigate whether a person is ''competent'' after an educational experience or whether they ''learned'' from the experience. These two terms are similar, but have important differences based on the research questions being asked. == Definition== '''Competency evaluatio..."

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Created page with "'''Competency versus learning''' is a small debate in the evaluation phase of design that considers whether a product should investigate whether a person is ''competent'' after an educational experience or whether they ''learned'' from the experience. These two terms are similar, but have important differences based on the research questions being asked. == Definition== '''Competency evaluatio..."

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'''Competency versus learning''' is a small debate in the [[Evaluation and assessment|evaluation]] phase of design that considers whether a product should investigate whether a person is ''competent'' after an [[Learning experience|educational experience]] or whether they ''learned'' from the experience. These two terms are similar, but have important differences based on the [[Research question|research questions]] being asked.

== Definition==
'''[[Competency evaluation|Competency]]''' is the degree to which a person can perform skills or demonstrate knowledge. Competency is frequently measured and compared to criteria that determine whether the demonstrated skills and knowledge are at a high enough level to be deemed "competent". Within an educational product, a [[Learning objectives and outcomes|learning objective]] can be stated as achieved if the learner can demonstrate a high enough level of competency with the objective after using the product to satisfy the evaluation and design team.

[[Learning effectiveness evaluation|'''Learning''']] is the change in competency over time at performing skills and demonstrating knowledge. Learning is a process of change over time, and requires at least two time points to [[Instrument|measure]] and [[Analysis method|analyze]] whether learning occurred (usually before and after a [[learning experience]]). Competency is [[Instrument|measured]] multiple times and the results are [[Analysis method|analyzed]] to determine if learning happened as a result of participating in the [[learning experience]].

==Additional Information==
The difference between the two concepts of ''learning'' and ''competency'' matters to measurement as they measure two different things. In ''competency,'' a person's skills and knowledge ''at one specific time'' are measured and compared to criteria of what determines someone to be competent. In ''learning'', a person is being evaluated for changes in competency over time. Learning is any positive change that occurs in competency as a result of participating in a [[learning experience]].

Whether learning or competency is [[Evaluation and assessment|evaluated]] matters is typically important to individuals who are making decisions about investments of time or money for which educational products to implement. For instance, teachers regularly choose products to help their classes achieve specific learning outcomes. A teacher would want to make the best choice at helping their students achieve the learning outcomes, which would be the product that demonstrates the highest degree of ''learning output'' for those who use it.

'''Lessons for designers'''

It is often better to measure ''learning'' when possible instead of just competency at the end of an [[Learning experience|educational experience]], as a [[Learning effectiveness evaluation|study on learning effectiveness]] captures competency automatically by nature of having the participant demonstrate their competency at different time points. To this end, if possible within the [[Evaluation (Phase of Design)|evaluation plan]], a simple [[pre post]] research design that measures competency ''twice'' can reveal changes to a participant, or indicate that a person learned.

'''However''', measuring ''learning'' is not always feasible in most designs. The measurement of learning requires evaluators to collect data/evidence about a person's prior abilities and knowledge ''before'' they start the experience to know what to compare their post-participation skills. As learning is a process of change, evaluation of learning needs at the least a [[Pre-post|pre and post]] [[Analysis method|analysis]] design to identify the change between a person's before and after participation skills and knowledge.

Measuring '''learning''' also runs afoul of how most school systems evaluate student performance. Letter grades in both K-12 and higher education are based on the idea of '''competence''', or that a learner has demonstrated the necessary skills and knowledge required to gain grades and degrees. A student who demonstrates high level of skill at the end of a class will receive an A, and those who pass all their classes with competency will receive a degree. Thus, school systems do not typically incentivize the evaluation of students based on their learning. Additionally, a learning-based evaluation for students may not align well with or be fair to students who depend on high competency grades to move on to the next level of education, receive jobs and scholarships, and demonstrate their strength with the [[content]].

==Tips and Tricks==

* The two systems of measuring learning and measuring competency are sometimes incompatible. However, when learning is measured, so is competency by default. When considering grading, a learner's competency should likely be used to assign the grade, as it aligns better with what the global education grading system measures. However, by also measuring learning, additional claims about the effectiveness of an educational product can be made.

==Related Concepts ==

* [[Learning effectiveness evaluation]]
* [[Competency evaluation]]
* [[Rubric]]
* [[Evaluation and assessment]]

==Examples ==

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==External Resources==

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