Developing a competency-based assessment approach for student learning

Article
Teaching Public Administration
Developing a
2014, Vol. 32(1) 55–67
ª The Author(s) 2014
competency-based
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DOI: 10.1177/0144739414522480
assessment approach
tpa.sagepub.com
for student learning
Pamela T Dunning
Troy University, Troy, AL, USA
Abstract
Higher education accrediting bodies are increasing the emphasis on assessing student learning
outcomes as opposed to teaching methodology. The purpose of this article is to describe the
process used by Troy University’s Master of Public Administration program to change their
assessment approach from a course learning objective perspective to a student learning
outcome perspective as they prepare for specialized reaccreditation through the Network of
Schools of Public Policy, Affairs and Administration. The article illustrates how the program
moved from measuring individual course learning objectives to a more holistic approach that
focuses on a set of universal required competencies that relate to the program’s mission and
public service values. Also described are the challenges in making this paradigm shift.
Keywords
accreditation, assessment, competencies, course learning objectives, student learning
outcomes
Public organizations have embraced the use of performance measures and assessment
strategies to improve service delivery and increase citizen satisfaction. In a similar manner,
in higher education most accrediting bodies have shifted their emphasis from assessing
teaching methodologies and curriculum to assessing student learning (Allen, 2006;
Soundarajan, 2004; Voorhees, 2001). Other stakeholders, such as funders, program
directors and faculty, benefit from useful assessment data to inform decision making and
improve program performance (Jennings, 1989; Newcomer and Allen, 2008).
Higher education accrediting bodies at national and regional levels provide guidelines
for assessing student learning outcomes. The Council for Higher Education Accreditation
Corresponding author:
Pamela T Dunning, Department of Political Science, Troy University, 331 MSCX, Troy, AL 36082, USA.
Email: pdunning@troy.edu

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Teaching Public Administration 32(1)
(CHEA) and the Commission on Colleges, which includes the five regional accrediting
associations, requires all accredited institutions to perform institutional assessments of
student learning (CHEA, 2003). Other specialized accrediting bodies, such as the Com-
mission on Accreditation of Healthcare Management Education (CAHME), the Associ-
ation to Advance Collegiate Schools of Business (AACSB), and the Network of Schools of
Public Policy, Affairs and Administration (NASPAA) require assessment of student
learning as it relates to identified program standards and stated competencies.
Troy University’s Master of Public Administration (MPA) program received NASPAA
accreditation through its Commission on Peer Review and Accreditation (COPRA) in
2008. Prior to preparation for its accreditation self-study, the MPA program had devel-
oped standardized syllabi templates that included specific course learning objectives
(CLO). A course design matrix was created that showed for each CLO when it was
introduced and reinforced in the course, the relevant content, the strategy used and how
it would be assessed. The CLOs were focused on specific knowledge students should
gain and there were frequently eight or more per course.
As the program reviewed the new NASPAA standards in preparation for reac-
creditation in 2016, it was determined that the CLOs needed to be more focused on
student learning outcomes as opposed to course learning objectives, and an assessment
strategy developed. This article describes the process undertaken by the Troy MPA
program to transition from a course-based assessment approach (CLO model) to an
assessment cycle that focuses on student learning outcomes (SLO model).
The Network of Schools of Public Policy, Affairs and
Administration
The Network of Schools of Public Policy, Affairs and Administration (NASPAA) is an
organization of graduate programs in the area of public administration with mem-
bership across the U.S. (280 members) and internationally in 11 countries (NASPAA,
2013a). NASPAA is recognized by the CHEA to accredit Master’s degree programs in
public affairs, policy and administration, and is a member of the American Society for
Public Administration and the International Network for Quality Assurance Agencies
in Higher Education.
It also acts as the accrediting body for public administration degrees through its
Commission on Peer Review and Accreditation (COPRA). Public administration pro-
grams that seek accreditation or reaccreditation through COPRA must report their
compliance with standards that set the threshold for quality.
Prior to 2009, NASPAA required that ‘programs be mission driven, engage in
assessment and use assessment results to guide performance’ (Powell et al., 2011: 1).
Programs were guided by a set of nine standards:
Standard 1: eligibility for peer review and accreditation
Standard 2: program mission
Standard 3: program jurisdiction
Standard 4: curriculum
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Dunning
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Standard 5: the faculty
Standard 6: admission of students
Standard 7: student services
Standard 8: supportive services and facilities
Standard 9: off-campus and distance education (NASPAA, 2013c)
Programs were expected to address core curriculum as identified in standard 4 but not
the extent to which students were learning the content. These standards were updated in
2009 to place a greater focus on a program that is driven by its mission and ‘based on
public service values, emphasizing the assessment of programs through student learning
outcomes’ (NASPAA, 2013a).
The updated standards (as of 2009) and associated areas address the following:
Standard 1: managing the program strategically (mission statement, performance
expectations and program evaluation)
Standard 2: matching governance with the mission (administrative capacity and
faculty governance)
Standard 3: matching operations with the mission: faculty performance (faculty
qualifications; faculty diversity; and research, scholarship and service)
Standard 4: matching operations with the mission: serving students (student
recruitment, student admissions, support for students and student diversity)
Standard 5: matching operations with the mission: student learning (universal
required competencies, mission-specific required competencies,
mission-specific elective competencies and professional competencies)
Standard 6: matching resources with the mission (resource adequacy)
Standard 7: matching communications with the mission (NASPAA, 2013b)
The change in focus from core curriculum (pre-2009 standard 4) to developing uni-
versal competencies (new 2009 standard 5) has required MPA programs to re-evaluate
how they integrate and embed assessment of student learning throughout their program.
Standard 5
Standard 5 (matching operations with the mission: student learning) requires programs to
develop a set of universal required competencies (URCs) that relate to their mission and
public service values. The URCs address the ability to:
lead and manage in public governance;
participate in and contribute to the policy process;
analyze, synthesize, think critically, solve problems and make decisions;
articulate and apply a public service perspective; and
communicate...