Empowering Metacognitive Learning in a Competency-Based Curriculum in Health Professions through Comprehensive Learner Record

Autor/inn/en	Wolf, Andrew; Carbonaro, Suzanne; Wolf, Rebecca
Titel	Empowering Metacognitive Learning in a Competency-Based Curriculum in Health Professions through Comprehensive Learner Record
Quelle	In: Intersection: A Journal at the Intersection of Assessment and Learning, 3 (2022) 2, (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wolf, Andrew) ORCID (Carbonaro, Suzanne) ORCID (Wolf, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Metacognition; Learning Processes; Competency Based Education; Allied Health Occupations Education; Portfolios (Background Materials); Portfolio Assessment; Electronic Publishing; Reflection; Formative Evaluation; Intervention; Student Evaluation; Academic Records + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Portfoliobeurteilung; Elektronisches Publizieren; Schulnote; Studentische Bewertung; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation
Abstract	Health professions education is in the midst of a radical transformation from traditional lecture-based teaching to competency-based learning. This requires an equally radical transformation in the way we assess student learning and achievement of competencies. Comprehensive Learner Record (CLR) addresses this need, enabling metacognitive learning and reflection of student development of competencies as they progress through a curriculum. CLR helps students make sense of their various learning activities and share their educational journey with future employers, highlighting artifacts and achievements in personally curated portfolios. CLR helps students synthesize learning, guides supplemental supports, and empowers program-level assessment to guide curricular improvements. Reflection and feedback at milestones provide a formative assessment to support progression. As nursing and other health professions schools transition toward competency-based learning, CLR provides an essential mechanism to communicate the achievement of core competencies as students progress and develop readiness for practice. (As Provided).
Anmerkungen	Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01