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3PERFORMANCE INDICATORSC CriteriaI InitialE EmergingD DevelopedH Highly Developed1. The institution’ssenior leadershipsupports the CBEprogram.Institutional leaders (e.g.,senior leadership andboard members) have beeninformed of a competencybased education programat the institution, and theprogram administration andfaculty may have a plan inplace for program launch.Institutional leadershave been informed ofa competency-basededucation program atthe institution (via boardmeetings, academicleadership meetings, etc.)and initial action steps or aplan is in place for programlaunch and sustainability.Institutional leadersunderstand how the CBEprogram supports theinstitution’s mission, andadvocate for allocation ofresources for the program.Clear action steps are in placefor program sustainability,including program design, agrowth plan and a continuousimprovement plan.The institutional leadershipteam has articulated thelong-term ROI for CBE;approved a long-term actionplan; and made investmentsin the launch, scaling andsustainability of the institution’scompetency-based educationprogram.2. The institutionhas defined itsCBE philosophy.Institutional awareness ofand buy-in for competencybased education is isolatedto a specific program and/or the faculty and staff.There is currently no planfor improving awareness ofCBE across the institution.The institution is activelyconsidering a competencybased education approach(e.g., analyzing the costbenefit ratio relative toa customized programoffering). The institution isactively working towarda common understandingregarding competency-basededucation and the assessmentof learning for the institution(e.g., faculty workshops, draftstatements, etc.).The institution clearlyarticulates and agreesupon a common definitionfor competency-basededucation and has a sharedunderstanding of how theassessment of learning takesplace. Ongoing action stepsare being taken to improveinstitution-wide awarenessand engagement (e.g.,institutional focus or advisorygroups).The institution actively shares itsclearly articulated institutionaldefinition of competency-basededucation both internally andwith external partners. Focusedconversations result in anincreasingly clear commonunderstanding of the institution’sCBE philosophy, and actionsteps are defined to implementinstitution-wide changes insupport of it (e.g., transcriptionor policy changes).3. The institutionhas adopted afaculty and staffstructure thatsupports theunique needs ofthe CBE program.A traditional faculty andstaff model is in place.New models that supportlearning in a CBE programhave been articulated.Action steps towardthis new model and/orspecialized roles (e.g.,assessment specialist,instructional designer,coach) are defined.Faculty and staff positiondescriptions reflect anintentional model designedto support the CBE learnereffectively.Learner needs for supportare well-understood, andfaculty and staff modelsreflect those needs. Facultyand staff members identifiedfor specialized roles areaware of, have participatedin training for, and agree ontheir roles and responsibilities.The institution continues torefine the faculty and staffstructure to support the CBEprogram based on data,including learner satisfactionand performance data.4. The institutionhas CBE policiesand proceduresin place tosupport learnersuccess andmeet regulatoryrequirements.The policies and proceduresrequired to support the CBEprogram (e.g., attendance,tuition and fees, transferpolicies, transcription ofcompetencies, etc.) arebeing considered. Keyinternal stakeholders(e.g., registrar, businessoffice, provost’s office,information technology)and external stakeholders(e.g., accrediting bodyapprovals, federal andstate regulations) havebeen identified and anaction plan is in progress tomeet learner and programneeds.At least half of the relevantpolicies & the attendantprocesses (e.g., attendance,tuition and fees, transferpolicies, credit hourequivalencies, SAP) tosupport the CBE programhave been revised. Keyinternal stakeholders(e.g., Registrar, BusinessOffice, Provost’s Office,Technology) and externalstakeholders (e.g.,accrediting body, federallegislation) are engagedin the ongoing revisionprocess. The institutions isactively pursuing regulatoryapprovals. An action plan isin progress to meet studentand program needs.The policies and proceduresthat are unique to theinstitution’s CBE program(e.g., attendance, tuitionand fees, transfer policies,competency masteryassessment, satisfactoryacademic progress) areestablished (i.e., are in alearner handbook) and inpractice to meet learnerand program needs. Theinstitution has securedprogram approval for itsrespective competencybased education program,as needed. Key faculty andstaff are working to monitorprogram compliance withthese approvals.The CBE program usesthe information gleanedin its systematic processfor improvement to informits budgeting and projectplanning processes, andbases future programiterations and innovations onthis roadmap for continuousimprovement.Quality Framework for CBE Programs7Competency-Based Education Network

PERFORMANCE INDICATORS (CONTINUED)C CriteriaI InitialE EmergingD DevelopedH Highly Developed5. The institutionmaintainssufficientcapability andcommitment tomanage andsupport its CBEprogram.The institution has identifiedthe resources needed tosupport its CBE learnerseffectively, includingfaculty, staff, informationtechnology and otheradministration.The institution has a realisticand viable plan to supplythe required resources as itsCBE program launches andgrows.The institution has approval toimplement its plan to supplythe required resources as itsCBE program launches andgrows.The institution has integratedits resource plan with itsbusiness model and iscommitted to incrementalresource addition andmodification as the programscales.6. The CBE business model hasbeen analyzedfor feasibility andsustainability.A business model has beendrafted and reviewed withkey internal stakeholders(e.g., chief financial officer,provost’s office, boardmembers). A hypotheticallyfeasible and sustainablebusiness plan has beencreated.A feasible and sustainabledraft business model hasbeen approved by key internal stakeholders.The institution is monitoringthe performance of its CBEprogram against the primarylevers identified in its businessmodel. Adjustments are madeas needed to ensure theprogram’s sustainability.The institution has adequatedata to continuously analyze its CBE business model,including the tuition structure,and is willing to share whatit has learned with other CBEinstitutions. The CBE programis financially self-sustaining.7. The institutionhas evaluatedthe technologyneeded tosupport theCBE learnerexperience, andhas invested asneeded.Technology systems (e.g.,LMS, SIS, CRM, financialaid billing) have beenevaluated to plan forCBE program needs andfunctionality.The institution has identifiedgaps in current technicalsystems’ and processes’abilities to support the CBEprogram, and has createda roadmap to fill those gaps(which could include usinga blend of current and newsystems). Initial changeshave been made.The institution has reviewedall technology systems inplace to support the CBElearner ecosystem and,where appropriate, madeinvestments.The institution has developedan integrated set oftechnology systems to supportthe CBE learner ecosystem. Itactively shares its processeswith other CBE institutionsand uses its data to help themimprove their solutions.8. The institutionhas a datacollection planthat supportsa continuousimprovementeffort.The institution has identifiedprogram success measuresand key performanceindicators (e.g., programobjectives, learnerperformance acrossdiverse groups, enrollment,graduate success, employersatisfaction).The institution hasdeveloped and resourceda plan for data collection(e.g., faculty and staff effort,learner success, cost model)that aligns to the CBEprogram’s success measuresand key performanceindicators.Program success measuresare clearly defined andagreed upon by the faculty.A data collection processis established. Data areused to monitor programeffectiveness and efficiencyas well as to inform strengthsand needed improvementsacross a variety of areas(e.g., program objectives,learner performance acrossdiverse groups, enrollment,graduate success, employersatisfaction).The institution has adopteda sustainability plan that isagreed upon by institutionalleadership as well as byprogram faculty and staff.The institution has dedicatedresources to the continuousimprovement of the CBEprogram, and shares itslearnings with the broaderCBE community.Quality Framework for CBE Programs8Competency-Based Education Network

2Clear, Measurable,Meaningful and IntegratedCompetenciesClear, Measurable,Meaningfuland IntegratedCompetencies

Clear, Measurable, Meaningful andIntegrated Competencies1PRINCIPLEEach competency is explicitly stated and provides unambiguous descriptions of what a learnermust master to complete a program of study. Each competency includes the theory and theapplication of theory required for mastery at the appropriate level for the credential beingearned. Each competency connects to content and learning activities designed to supportlearners in developing the proficiencies required by the program to award a credential. Eachcompetency is measurable and can be reliably and validly assessed.2STANDARDS1. Competencies represent explicit knowledge, skills, abilities and intellectual behaviors, balancingtheory and application in a demonstration of mastery.2. Competencies are co-constructed with input from diverse communities such as employers, expertpractitioners, subject matter experts, faculty, learners, advisory committees, recent graduates andprofessional or licensing bodies.3. Individual competencies are relevant, current and accurately depict the needs of employers andsociety.4. Competencies are capable of anchoring, specifying and guiding the learner experience, includingcurricular design, the development of instructional content, activities, remediation offerings andthe assessment strategy.5. Individual competencies are aligned to cognitive levels of learning using recognized taxonomies—such as the DQP (Degree Qualifications Profile), or Bloom’s Taxomony—and/or industry standardsQuality Framework for CBE Programs10Competency-Based Education Network

3PERFORMANCE INDICATORSC CriteriaI InitialE EmergingD DevelopedH Highly Developed1. Competencies representrequired knowledge, skills,abilities and intellectualbehaviors, and balancetheory and application.Credential-levelcompetencies aredefined.Competency definitionsexplicitly include theknowledge, skills,abilities and intellectualbehaviors required todemonstrate competency.Credential-levelcompetency definitionsinclude applicationstandards and clearlystate what is requiredfor demonstration ofcompetency.The institution gathersdata regarding learnerperformance on each ofthe competencies. Externalvalidation data (fromemployers, licensing exams,etc.) are used to strengthenlearner performance.2. Competencies are coconstructed with inputfrom diverse stakeholders,including employers, expertpractitioners, subject matterexperts, faculty, learners,advisory committees, recentgraduates and professional orlicensing bodies.Input from anadvisory group isintegrated into thecompetency development process.Competencies arereviewed by experts inthe field for relevanceand clarity. Tools suchas the DQP are used toensure the appropriatelevel of rigor for thecredential being earned.Stakeholders (suchas employers, expertpractitioners, subject matterexperts, faculty, learners,advisory committees,recent graduates andprofessional or licensingbodies) participate indefining credential-levelcompetencies.The program has a processto continuously review andrevise competencies asdisciplines evolve over time.Employers of graduatesprovide feedback regardingwhether the competenciesyield better-preparedgraduates.3. Individual competenciesare relevant, current andaccurately depict the needsof employers and society.Individual competencies are definedto reflect currentneeds.Individual competenciesare aligned to statedemployer and communityneeds.Individual competenciesreflect the current assessedneeds of both employersand society.The institution has a processthrough which it assesses thechanging needs of employersand society in order tomaintain the currency,relevancy and accuracy ofthe CBE program’s statedcompetencies.4. Competencies anchor,orient and guide the learnerexperience.Competencies aredefined clearlyand specifically,providing learnersa base for theirlearning journey.The competencyframework is wellarticulated anddefined so that thelearning journey cansupport competencydevelopment.The learning journey andthe assessments entailedare well-integratedwith and aligned to thecompetencies.There is a continuousimprovement model in placethat clarifies any ambiguouscompetencies, supportinga clearer pathway to thecredential for learners.5. Individual competenciesare aligned with thecognitive and behaviorallevels of learningappropriate for thecredential being earned,as well as with recognizedtaxonomies (such as theDQP or Bloom’s) and/orindustry standards.Competenciesare definedappropriately forthe credential levelbeing earned.The competencyframework supportsa scaffolding ofcompetency levels thataligns with learners’entry level capabilitiesand credential-levelrequirements.The competency frameworkis aligned, as appropriate,with recognized frameworksand taxonomies and/orindustry standards.The competencies andcompetency framework arerevised as external standardsand frameworks evolveso that they maintain theirlinkage to the cognitive levelappropriate to the credentialbeing earned.Quality Framework for CBE Programs11Competency-Based Education Network

Coherent Programand Curriculum Design3Coherent Programand Curriculum Design

Coherent Programand Curriculum Design1PRINCIPLECompetency-based education programs use an intentional and transparent approach tocurricular design that provides a learner with the full range of competencies necessary tomeet post-graduation demands. These programs intentionally seek to reduce racial, ethnic,socioeconomic, gender and other potential bias in their design, delivery and implementation.This academic model, which provides clear pathways to completion, builds a unified body ofknowledge that leverages frameworks, disciplines, standards, national norms, workforce andsocietal needs. Learners are at the core of the program’s design, and the logic of the program(as well as its associated assessment strategy) supports flexibility in pacing. The curriculardesign ensures that the level and complexity of the competencies are congruent with theachievements required for the academic level of the credential.2STANDARDS1.The set of competencies is clearly specified and provides easy-to-understand pathways that illustratewhat the learner must know and be able to do in order to progress in and complete a credential.2.The program encompasses an integrated curricular sequence that scaffolds learning at appropriatecognitive levels leading to mastery while affording the learner flexibility in the time spent to reachmastery.3.The set of credential-specific competencies, chosen through a co-constructed process, represents thecomplete taxonomy of the knowledge, skills, abilities and intellectual behaviors required by academia,the workforce and society to evidence a prepared and proficient credential holder.4.Learners can articulate what they should know and what they should be able to do upon completionof the program.5.Learners have meaningful access to faculty subject matter experts who play an active, central role inthe design and delivery of the program.6.Learning environments, content, communications, activities and assessments are accessible to andinclusive of each learner, based on identified needs.7.Learners are offered varied learning exercises, activities and experiences to promote theirengagement and provide multiple opportunities for the development of competency mastery.8.The program is designed to support individual learners with personalized learning pathways as theydevelop and master competencies.Quality Framework for CBE Programs13Competency-Based Education Network

3PERFORMANCE INDICATORSC CriteriaI InitialE EmergingD DevelopedH Highly Developed1. The entire setof competenciesis clearlyspecifiedand providespathways forlearners.Credential-levelcompetencies areclearly and transparentlyarticulated for learners,faculty, staff and otherstakeholders.Pathways for credentialcompletion are clear andshared with learners,faculty, staff and otherstakeholders.Along with credential-levelcompetencies and clearpathways, it is clear howlearners progress toward andcomplete a credential, evenwhen they may struggle with acomponent.Data regarding learnerprogression are collectedthrough the pathways, andcurricular improvements aremade when barriers areidentified.2. The programhas an integratedcurricularsequence thatscaffolds learningat appropriatecognitive andbehaviorallevels for eachcredential whilealso supportingflexibility forlearners.Learners in the programattain and demonstratecompetencies throughoutan integrated curriculum.The integrated curriculumscaffolds learningalong the pathways thatlead to demonstrationof competency at theappropriate cognitive andbehavioral level for thecredential. (For example,intentionally differentexpectations exist for an AAthan an MS.)The integrated curriculumaffords the learner flexibilityin the time spent to reachmastery while scaffoldinglearning at the appropriatecognitive and behavioral levelfor the credential.The program collects andanalyzes data regardinglearners’ rate of progressionthrough the curriculum withan eye to any inequities inlearner performance. Dataare also used to validate thatlearning is occurring at theappropriate cognitive andbehavioral levels to removebarriers, offer support and inform continuous improvementof the curriculum.3. The set ofcredentialspecificcompetenciesrepresentsthe completetaxonomy ofknowledge,skills, abilitiesand intellectualbehaviorsrequired forsuccess.The credential-level set ofcompetencies is comprehensive, cohesive, andappropriate to the credential being granted.The credential-level set ofcompetencies has beenreviewed and validated bystakeholders such as employers, community leadersand faculty for representinga complete taxonomy ofrequired competencies.When appropriate, the setof competencies is validatedagainst established toolssuch as the Degree Qualifications Profile (DQP).The credential-level set ofcompetencies is co-constructed with stakeholders to represent the complete taxonomyof knowledge, skills, abilitiesand intellectual behaviorsrequired by academia, theworkforce and society toevidence a prepared andproficient credential holder.The set of credential-specificcompetencies is validated using employer data as well asother achievement data, andchanges to this set of competencies are made basedon data, changing externalrequirements and learner performance following credentialcompletion.4. Learnerscan articulatecompetencies.Learners can articulatewhat they should know andwhat they should be able todo upon completion of theprogram.Learners can describethe competencies for thecredential for which they arestudying.Learners are able to interprettheir own data to understandtheir progression toward“knowing” and “being able todo” the defined competenciesupon graduation.At graduation, learners areable to demonstrate what theyknow and are able to do.5. Learners havemeaningfulaccess to andcan engagewith faculty tobenefit from theirexpertise.Faculty are readily available to learners as theyprogress through theprogram.Learners have meaningfulaccess to faculty subjectmatter experts who play anactive, central role in thedesign and delivery of theprogr

Marni Baker Stein, Ph.D. Chief Innovation Officer The University of Texas System Alison Kadlec, Ph.D. Facilitator Senior Vice President, Director of Higher Education & Workforce Engagement Public Agenda Quality Principles and Standards for Competency-Based Programs Released by the Competency-Based Education Network with support from Lumina .