A competency-based curriculum involves an outcome-based approach for cultivating graduates’ core competencies required for specific professions. A curriculum committee defines graduates’ outcomes of core competencies, designs a curriculum to cultivate core competencies, evaluates graduates’ outcomes, and reflects on and regulates the curriculum. However, curriculum committees lack systematic evaluative information for reflection. Learning analytics, an emerging data-driven analytics of educational data, could be applied to assist curriculum committees in reflection. This study proposes competency-based learning analytics, including seven analytic tools, to analyze curricula and graduates’ academic records to assist curriculum committees in reflecting (1) objectives, competencies, and curriculum design of competency-based curricula and (2) faculty teaching and student learning. The proposed learning analytics were conducted on 14 departments of a university. This study reports the curriculum committees’ eight practical reflections of curricula, faculty teaching, and student learning. This study illustrates potential applications and impact of competency-based learning analytics on competency-based curricula.
ASJC Scopus subject areas
- Computer Science(all)