Curriculum Evaluation and Transformation: Policies, Perspectives and Challenges

Abstract

To date, the vast majority of developmental programs have had to be satisfied with assessing students’ learning within the confines of their programs. Although there were opportunities for indirect assessments, with graduate surveys or surveys of supervisors/employers, response rates tended to be low. Even when responses were received, they often came from people with little expertise in learning, making it difficult for educators to translate the feedback into actionable program improvements. The United States (US) Air Force has, however, decided to attempt what other learning institutions have not – arguably cannot. It is attempting to leverage its competency-based approach to performance assessment to enhance program evaluation. Because of the closed nature of this learning environment, where students graduate from US Air Force programs and go on to work in US Air Force jobs, there is a unique opportunity to assess learning as it is actually being applied in the workplace. Leveraging a competency-based force-development paradigm, the US Air Force has constructed a “foundational competencies” model for common knowledge, skills and abilities, complemented by occupational competencies specific to individual jobs, positions and specialties. These competencies are mapped to performance descriptions that determine levels of mastery. These performance descriptions are, in turn, mapped to rubrics that guide performance evaluations. Shortcomings in performance can be identified, quantified, and fed back to the developmental program for potential program modification or, for special updates to the force, to ensure Airmen perform their duties properly and achieve desired levels of mastery. This approach has been approved but is not yet fully implemented. The new Foundational Competencies Model has been developed and validated through a criterion-sampling methodology. In addition, many technical careers have created “occupational competencies” models delineated the specific knowledge, skills and abilities specific to their jobs. The full range of supporting assessment mechanisms, however, are still in the process of being designed and dispatched to facilitate ease of use and centralize data-gathering. This article overviews the US Air Force’s approach and its progress to date.