2020–2021 Tempo Learning® Addendum 
    Jun 27, 2022  
2020–2021 Tempo Learning® Addendum [ARCHIVED CATALOG]

Competency Assessment Overview

Return to: Tempo Learning®: Overview and Learning Model  

Students’ proficiency of program Competencies is measured with a detailed, varied, and extensive set of Assessments. In addition to evaluating the students’ proficiency of the Competencies, Assessments also serve as tools for students to apply their knowledge in authentic work situations.

The Competency, Competency Assessment, and Rubric are presented to students, along with a set of Modules or Sub-Competencies and Learning Objectives that break down what is required to be proficient in the Competency. This presentation is designed to show students the direct link between Competencies and Assessments and what is expected of them to demonstrate proficiency.

The well-defined Rubric, which accompanies each Assessment, provides clear expectations for students and enables consistent feedback from faculty. Each Rubric row aligns with a Learning Objective. Students must meet or exceed expectations on all Learning Objectives in a given Assessment to pass the Competency. Any Learning Objectives that are not met may be repeated up to three times.

Upon completion of an Assessment, students receive feedback from the Faculty SME that indicates their level of achievement. If students do not meet or exceed expectations on one or more parts of the Assessment, they are directed back to the aligned Sub-Competencies, Learning Objectives, and associated Learning Resources and Activities for additional study and practice.

Types of Assessments

Work Products (WP) are performance assessments that evaluate student learning at the highest cognition levels. Work Products may require students to perform a task, write an essay applying their learning, craft a research paper, create a plan, build a portfolio, and complete a data analysis, among others. Work Products are highly personalized and open-ended, requiring a unique response from each student, and often simulating authentic workplace application of learning in a specific field. Work Products are evaluated by Faculty SMEs using a Rubric whose criteria align with the Modules or Sub-Competencies and Learning Objectives. Since sections of the Work Products are directly aligned to the Modules or Sub-Competencies, faculty members are able to identify which areas of a Competency students should repeat, if necessary.

Performance Tasks (PT) are another type of performance assessment. However, unlike Work Products that result in a personalized, open-ended application, Performance Tasks are based on scenarios or case studies. Using text, video, or a combination of both, students are introduced to the situation and receive all necessary charts, data, documents, and other supporting information. Performance Tasks are also evaluated by Faculty SMEs using a Rubric, although the evaluation is more generalizable than a Work Product. Like the Work Product, the sections of the Rubric are aligned directly to the Modules or Sub-Competencies.

Short Answer Assessments (SA) or Written Responses (WR) are open-ended, one- to three-paragraph responses. Students may be presented short scenarios or mini-case studies and asked to respond to prompts that test both higher and lower levels of cognition. Short Answer Assessments are evaluated by Faculty SMEs.

Selected Response Assessments (SR) or Objective Assessments (OA) are system-scored and can include items such as multiple-choice questions, ranking, sorting, or matching tests.