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Curriculum Implementation and Assessment of Key Competences within Competence-based Education Approaches: A Systematic Review 1997-2017
Faculty Norwegian University of Science and Technology (NTNU), Norway.
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. (SITE)ORCID iD: 0000-0003-0644-3489
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper relies on a systematic review of literature concerning competence-based education  (CBE) approaches, specifically focusing on curriculum implementation and assessment of key competences. The paper aims to provide a synthesis of the state of the art with regard to educational research that focused on competence-based education and curricula covering a period of 20 years – starting with 1997 as the first year after UNESCO’s Jacque Delors report in 1996 (Delors, 1996). It is relevant to undertake the study as very little is known from the educational research perspective how curriculum implementation and assessment of key competences have been shaped under CBE approaches within and across national education systems, or what research questions have been addressed when examining the competence-based curricula. As Davies (2000) has argued, educational policy and practice gain much from systematic reviews and research syntheses.

 

General description of research questions, objectives & theoretical framework

The following research questions are addressed in the paper: (1) How much research is reported in the peer reviewed literature about implications of CBE approaches to curriculum implementation (CI) and assessment of key competences (AKC)? (2) What research methodologies are used to conduct research in CBE-related CI and AKC domains? (3) What are subject matter domains, educational levels, and geographical distribution of the studies in CBE-related CI and AKC research? The main objective is to gain a better understanding of CBE-based CI and AKC findings internationally. Theoretically, the study adopts from the curriculum-didaktik approaches as two main education traditions in the Western world that shape to a large extent, for example, what education policies are implemented in school systems (Hopmann, 2015; Tahirsylaj, Niebert, & Duschl, 2015).

Methods/methodology/approach/mode of inquiry

This study is a systematic review, and more specifically it falls within ‘narrative reviews’ category as the goal is not to seek generalizations but to identify and analyze key issues related to CBE from educational research perspective (Davies, 2000; Educational Research Review, n.d). The search strategy will rely on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework (Liberati et al., 2009), which is one of the most established frameworks for systematic reviews and meta-analyses. The PRISMA framework outlines key stages to search for the articles, develop inclusion and exclusion criteria and evaluate articles that are part of the sample. We used the following 4 search terms: ‘competence-based education’, ‘competence-based curriculum’, ‘key competences’, and ‘key competencies’ in five major international social science databases, including: ERIC; Scopus; Springer Link; Taylor & Francis Online; and Web of Science.

 

Links to conference theme(s), where appropriate

The paper goes to the core of the main conference theme as the paper literally deals with the transnational curriculum inquiry by examining how the educational research has addressed CBE curriculum implementation and assessment of key competences over past 20 years.

 

References

Davies, P. (2000). The relevance of systematic reviews to educational policy and practice. Oxford Review of Education26(3-4), 365-378.

Delors, J. (1996). Learning: the treasure within. Paris: UNESCO.

 

Education Research Review [ERR]. (n.d.). A guide for writing scholarly articles or reviews for the Educational Research Review. Retrieved from: https://www.elsevier.com/__data/promis_misc/edurevReviewPaperWriting.pdf

Hopmann, S. (2015) ‘Didaktik meets Curriculum’ revisited: historical encounters, systematic experience, empirical limits. Nordic Journal of Studies in Educational Policy, 2015:1, 27007, DOI: 10.3402/nstep.v1.27007

 

Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., … Moher, D. (2009). The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration. PLoS Medicine, 6(7), e1000100. http://doi.org/10.1371/journal.pmed.1000100

 

Tahirsylaj, A., Brezicha, K., Ikoma, S. (2015), Unpacking Teacher Differences in Didaktik and Curriculum Traditions: Trends from TIMSS 2003, 2007, and 2011, in Gerald K. LeTendre, & Alexander W. Wiseman (Eds.) Promoting and Sustaining a Quality Teacher Workforce (International Perspectives on Education and Society, Volume 27) Emerald Group Publishing Limited, pp.145 – 195.

Tahirsylaj, A., Niebert, K. & Duschl, R. (2015). Curriculum and didaktik in 21st century: Still divergent or converging? European Journal of Curriculum Studies. 2(2), pp. 262-281.  

Place, publisher, year, edition, pages
2018. p. 314-315
Keywords [en]
competence-based education (CBE), curriculum implementation, student assessment, key competences
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-79132OAI: oai:DiVA.org:lnu-79132DiVA, id: diva2:1269122
Conference
IAACS2018, 6th World Curriculum Studies Conference, December 9-12, 2018, Melbourne, Australia
Available from: 2018-12-08 Created: 2018-12-08 Last updated: 2019-02-22Bibliographically approved

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CiteExportLink to record
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Citation style
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