Possible Approaches: Mapping Current Institutional Activities

Example step-by-step process

Review existing course materials including learning outcomes, assessment methods, course-specific requirements, and any PSRB requirements. Establish whether any of the content in these materials may already constitute a competence standard in its current articulation. If it does, then review it against the checklist to ensure it is compliant. If the current course materials do not contain any clearly articulated competence standards, work can be undertaken to surface if there are any competence standards for the programme. 

Using the programme level learning outcomes, QAA Benchmark Statements and any PSRB requirements, decide which skills, abilities or knowledge are integral to the programme and must be demonstrated by all students, identify any pass or fail thresholds. 

This may include skills in the following areas:

• Communication
• Critical thinking and problem solving
• Collaboration
• Professional and ethical conduct
• Technical and practical

1. Start with learning outcomes
   • Use existing learning outcomes as a foundation. Learning outcomes and competence standards are similar in that they both use action verbs, are measurable, and use clear language.
     
2. Use existing learning outcomes as a foundation. Learning outcomes and competence standards are similar in that they both use action verbs, are measurable, and use clear language.
   
3. Use action verbs
   • Select verbs that clearly define the expected actions or behaviours. Bloom’s Taxonomy is a useful tool for choosing appropriate verbs. Avoid vague terms like “know,” “understand,” or “appreciate.”
     
4. Select verbs that clearly define the expected actions or behaviours. Bloom’s Taxonomy is a useful tool for choosing appropriate verbs. Avoid vague terms like “know,” “understand,” or “appreciate.”
   
5. Ensure they are objectively measurable
   • Ensure that the competence standards can be assessed objectively. This means they should be specific enough to be measured through various assessment methods.
     
6. Ensure that the competence standards can be assessed objectively. This means they should be specific enough to be measured through various assessment methods.
   
7. Avoid mandating assessment methods
   • Unless it is a genuine requirement (e.g., performance-based courses), do not specify the assessment method. Instead, use phrases like “for example” to provide flexibility. Clearly distinguish between what students need to know or be able to do (competence standard) and how they demonstrate this knowledge or skill (assessment method).
     
8. Unless it is a genuine requirement (e.g., performance-based courses), do not specify the assessment method. Instead, use phrases like “for example” to provide flexibility. Clearly distinguish between what students need to know or be able to do (competence standard) and how they demonstrate this knowledge or skill (assessment method).
   
9. Use inclusive language
   • Ensure the language is inclusive and free from bias. Avoid ableist assumptions and ensure that the standards do not unreasonably exclude any groups of students.
     
10. Ensure the language is inclusive and free from bias. Avoid ableist assumptions and ensure that the standards do not unreasonably exclude any groups of students.
    
11. Be concise
    • Any competence standards that are identified should be clear and concise.
      
12. Any competence standards that are identified should be clear and concise.
    

Avoiding common mistakes

• Avoid ambiguous terms: do not use terms that are subjective or hard to measure, such as ‘know,’ ‘understand,’ or ‘appreciate.’ It is acceptable to use ‘demonstrate knowledge of’ and ‘demonstrate understanding of’.
• Avoid ableist language: do not include skills that may exclude disabled students unless those skills are explicit requirements of the course.
• Ensure relevance: make sure the competence standards are directly related to the course objectives and necessary for the field of study.

Reviewing Competence Standards

When reviewing competence standards, ask the following questions:

• Threshold: does the competence standard adequately describe the threshold of competence?
• Sufficiency: is the competence standard sufficient to convey what is required of students?
• Clarity: is the standard clear and understandable? Would it be clear to a pre-applicant?
• Relevance: does the standard relate directly to the course and its objectives?
• Inclusivity: does the language exclude any groups unreasonably?
• Separation from assessment: can the competence standard be separated from the assessment method?

Engage key stakeholders across departments

Developing and reviewing competence standards is likely to require insights from multiple roles and departments, including teaching staff, student support staff, and administrative teams. Identifying competence standards may involve the input of subject-specialist teaching staff and specialist disability practitioners within the institution, to best understand thresholds of competence in relation to possible reasonable adjustments.   

Mechanisms for reviewing and agreeing competence standards

Teaching staff are likely to benefit from support for writing or reviewing competence standards, and HEPs will also need to satisfy themselves that their programme level competence standards are compliant with the Equality Act 2010.  Mechanisms for reviewing and agreeing competence standards may be developed to ensure transparency in decision making and rationale. 

Case study

Since 2022, the University of Leeds has been engaged in a whole-university approach to identify, develop and publish competence standards across all its taught programmes, as part of a 10 year Curriculum Redefined programme.  This approach is outlined below:

• Securing senior leadership support at Deputy Vice Chancellor level.
• Creating and agreeing a Reasonable Adjustments in Assessment Policy, which mandates the need for competence standards for all taught programmes.
• Adopting a ‘train the trainer’ approach to develop expertise in understanding competence standards across subject areas so that trained facilitators are able to provide training and guidance in their local subject areas.
• Delivering broader trainer to teaching staff and facilitating writing workshops.
• Requiring the identification of competence standards on Programme Specification Forms for all programme resubmissions as part of the review under Curriculum Redefined.
• Providing self-help materials via a SharePoint site containing articles, checklists, before and after examples, and training videos.
• Securing administrative and project support for tracking submissions of competence standards.
• Developing a review mechanism through monthly Review Panels, made up of the institutional leads and trained facilitators, who complete a two-stage process of feedback and resubmission.
• Agreeing a process for confirming finalised programme level competence standards prior to publication.
• Working with colleagues in operational support to agree a timeline for publishing competence standards on student-facing materials (programme catalogue).
• Working with students to raise understanding of competence standards.
• Building a sustainable ‘business as usual’ approach for subsequent submissions.