Competencies vs. Standards: A Comparative Analysis

In the realm of education, the terms “competencies” and “standards” are often used interchangeably. However, these two terms hold distinct meanings and implications for teaching and learning. This article delves into the differences between competencies and standards, drawing upon insights from reputable sources such as KnowledgeWorks, reDesign, and the Connecticut State Department of Education.

Defining Competencies and Standards

Competencies

A competency refers to what a student is able to do with the knowledge they possess. It encompasses the application and transfer of knowledge, skills, and dispositions across multiple disciplines and learning experiences. Competencies are often developed from a more aspirational and contextualized perspective, encompassing the knowledge, skills, and dispositions needed for life beyond school. They can extend beyond academics into domains such as wellness, personal efficacy, and spirituality. Competencies are often crafted with student-facing language, making them more accessible and understandable for learners.

Standards

A standard, on the other hand, refers to what a student knows. Standards tend to focus on a specific content area and define the content and skills that students are expected to master at each grade level or band. Standards were originally developed to improve the quality of teaching and clarify instructional goals and expectations. However, they have been used as a means of measuring content coverage and test readiness, which has led to a shift towards testing and accountability in education. Standards enable states and districts to monitor and compare school outcomes and identify inequities in the system.

Key Differences

Grain Size

Competencies sit above standards in terms of grain size. They are organized around specific learning outcomes that have meaning and importance in the world. Competencies tend to encompass an interrelated set of skills, knowledge, aptitudes, and/or capacities. In contrast, standards are often written as discrete statements of what students will know or be able to do and are typically organized by subject area, course, and grade level.

Focus

The focus of learning standards has historically been content knowledge, although more recently developed standard sets have in some cases exclusively emphasized skills. Competencies, on the other hand, tend to emphasize the application of skills, knowledge, and dispositions rather than content knowledge. Competency-based models approach content as the backdrop, while putting essential skills and dispositions front and center.

Gradation (Progressions and PLDS)

Competencies define skills that are practiced and developed continuously. They are not “one and done,” like many standards, which are course-based and attached to specific grade levels or bands. In competency-based models, performance level descriptors (PLDs) clarify the developmental journey from novice-to-expert or to “mastery.” PLDs help students understand, in explicit and transparent terms, where they stand and what they need to do to advance to higher levels.

Implications for Assessment

The design of competencies and standards has significant implications for assessment types and quantities. Specifically, the design of the learning outcome (whether standard or competency) dictates how learning will be measured. If the learning outcome is content-focused, as many standard sets are, the assessment is likely to be reduced to lower level questions that involve recall and comprehension. When learning outcomes are defined in terms of the application of skills or the synthesis and creation of new knowledge, we’re then talking about a much more sophisticated assessment type.

Conclusion

In conclusion, competencies and standards are distinct concepts with different purposes and implications for teaching and learning. Competencies emphasize the application of knowledge and skills, are applicable across multiple disciplines, and are often written in student-facing language. Standards, on the other hand, focus on content knowledge, are typically organized by subject area and grade level, and are often used for assessment and accountability purposes. Understanding these differences is crucial for educators and policymakers seeking to design and implement effective teaching and learning experiences that prepare students for success in the 21st century.

References

1. KnowledgeWorks. (2023, July 13). What’s the difference between a standard and a competency? [Blog post]. Retrieved from https://knowledgeworks.org/resources/difference-between-standard-competency/
2. reDesign. (n.d.). What IS the difference between competencies and standards? Retrieved from https://www.redesignu.org/what-difference-between-competencies-and-standards/
3. Connecticut State Department of Education. (n.d.). Standards vs. Competencies – Mastery-Based Learning. Retrieved from https://portal.ct.gov/SDE/Mastery-Based-Learning/Standards-vs-Competencies

FAQs

What is the primary difference between a competency and a standard?

Competencies emphasize the application of knowledge and skills, while standards focus on content knowledge.

How are competencies structured compared to standards?

Competencies are organized around meaningful learning outcomes, encompassing interrelated skills, knowledge, and dispositions. Standards, on the other hand, are typically written as discrete statements of what students should know or be able to do.

What is the role of competencies in assessment?

Competencies influence assessment types and quantities. When learning outcomes are defined in terms of skill application or knowledge synthesis, assessments become more sophisticated, focusing on higher-order thinking skills.

How do competencies differ from standards in terms of progression?

Competencies are not tied to specific grade levels and are developed continuously. Performance level descriptors (PLDs) clarify the developmental journey towards mastery, while standards are often grade-specific and lack explicit guidance for students to advance their learning.

Why are competencies often written in student-facing language?

Competencies are often written in student-facing language to make them more accessible and understandable for learners, fostering a sense of ownership and engagement in their learning journey.

How do competencies address the limitations of standards-based education?

Competencies aim to overcome the limitations of standards-based education by focusing on transferable skills, dispositions, and real-world application of knowledge. They promote personalized learning pathways and encourage students to develop skills that are relevant beyond the classroom.

What are some examples of competencies that students might develop?

Examples of competencies include critical thinking, problem-solving, communication, collaboration, creativity, self-direction, and global citizenship. These competencies are essential for success in the 21st-century workforce and lifelong learning.

How can educators effectively integrate competencies into their teaching practices?

To effectively integrate competencies into teaching, educators can design learning experiences that emphasize skill application, provide opportunities for students to practice and demonstrate their competencies, and use assessment methods that accurately measure students’ progress towards mastery.