COMPETENCY-BASED BEHAVIORAL ANCHORS AS AUTHENTICATION TOOLS TO DOCUMENT DISTANCE EDUCATION COMPETENCIES

Abstract

This study developed a self-assessment instrument to document growth in distance education core competencies in a graduate course in a land-grant institution. Competency-based behavioral anchors served as authentication tools to document student learning. The researchers used naturalistic inquiry to design the data collection instrument and analyze the data using constant-comparative methods. The authenticated results were reported in three areas: individual and average growth in core competencies, open-ended verification of growth, and attitudinal change. Although individual students showed great variation in competence at the beginning of the course, students had similar competency levels at the end of the course. This competency model worked well as a self-assessment and behavioral benchmarking tool to document student learning and teaching effectiveness. Instructors can use this information to enhance course rigor and modify or refine teaching strategies and content delivery.