Competency & Assessment Framework

What are EPAs?

The EPA framework is a modern method to assess the competence of professionals, especially in fields like healthcare and education. EPAs are specific tasks that a student can be fully trusted to perform once they have shown sufficient competence. Unlike traditional assessments, EPAs focus on observable, task-based assessments that reflect real-world responsibilities, helping track progress from novice to advanced levels and providing clear, useful feedback. Therefore, assessments emphasize process and performance characteristics related to competencies, rather than final products.

What is CBE?

Competency-Based Education (CBE) focuses on equipping learners with specific competencies—skills and knowledge required for effective real-world performance. In CBE, learners progress by demonstrating their ability to achieve predetermined competencies rather than by completing a set number of credit hours or class sessions. Competencies are integrated sets of knowledge, skills, and behaviors necessary for effective performance in real-life settings, particularly within professional activities such as research practicums.

Defining Knowledge, Skills, and Behaviors:

• Knowledge: Theoretical or practical understanding of constructs related to research.

• Skills: The ability to perform tasks and activities proficiently.

• Behaviors: Observable actions or reactions in various situations, reflecting the practical application of knowledge and skills.

These components form the foundation of competencies. For example, knowledge of statistics is essential for data analysis, skillful use of statistical packages demonstrates practical application, and behaviors such as proactive communication with research tutors illustrate practical integration.

How Do Knowledge, Skills, and Behaviors Form Competencies? 

Knowledge forms the foundational understanding required to develop skills and exhibit behaviors. Skills are the practical application of knowledge, and behaviors are how individuals apply their knowledge and skills in real-world situations. Competencies represent the synthesis of these elements into a cohesive capability, reflecting overall effectiveness.

Assessment Methods: 

The framework employs multi-source assessments (360-degree feedback), involving:

• Assessments from the undergraduate student being supervised

• Self-assessment by the graduate student

• Assessments by the Research Tutor

All sources provide formative feedback, while only the Research Tutor’s assessment serves as summative.

Formative Assessment:

• Research Tutor: Observes and completes EPA-OAR checklists to assess graduate student performance in each EPA throughout the practicum.

• Undergraduate Students: Observe and complete EPA-OAR checklists to assess graduate student performance.

• Graduate Student: Maintains a portfolio/journal documenting progress and uses EPA-OARs for self-reflection.

Summative Assessments:

• Mid-term: The Research Tutor’s EPA-OAR scores provide a numerical score (30%). 

• Final: The Research Tutor’s EPA-OAR scores provide a numerical score (30%). In addition, each student will: 

  1. submit a Supervisory Philosophy statement (20%, assessed by the course coordinator), and 

  2. submit their reflective journals (20%, assessed by the supervisor) for grading. 

EPA Descriptions:

1. Developing a Research Proposal: Helping undergraduate students develop comprehensive research proposals.

2. Data Collection and Management: Assisting with data collection, organization, and management.

3. Data Analysis and Interpretation: Aiding in data analysis and interpretation.

4. Research Communication: Guiding students in communicating research findings effectively.

5. Mentorship and Supervision: Providing effective guidance and support in research activities.

The following Entrustment Scale will be applied for all EPAs:

1. Observation only

2. Execution with direct supervision

3. Execution with indirect supervision

4. Unsupervised execution

5. Supervision of others

Competency Assessment: 

For each EPA, the following competencies are assessed:

1. Demonstrates effective communication:

The ability to convey ideas, information, and findings clearly and persuasively in various forms of communication related to undergraduate student supervision.

Indicators of Success:

• Clarity in Instructions: Provides clear, concise, and unambiguous instructions to undergraduate students, ensuring they understand their tasks and expectations.

• Feedback Quality: Offers constructive, timely, and specific feedback that helps students improve their work and understand their strengths and areas for growth.

• Engagement in Discussions: Facilitates and participates in productive discussions, encouraging students to ask questions, express their ideas, and engage in critical thinking.

• Use of Varied Communication Methods: Effectively uses a range of communication methods (e.g., written, oral, digital) to meet the needs of different situations and student preferences.

2. Employs critical thinking

The ability to aid the undergraduate students to analyze and evaluate information, arguments, and assumptions critically and systematically to make informed decisions and draw conclusions in research contexts.

Indicators of Success:

• Guidance in Analysis: Teaches students how to systematically analyze data and literature, encouraging a thorough understanding of research material.

• Questioning Techniques: Uses probing questions to challenge students’ assumptions and stimulate deeper thinking about research problems and solutions.

• Evidence-Based Decision Making: Demonstrates and encourages the use of evidence-based approaches in making research decisions and drawing conclusions.

• Problem-Solving Skills: Assists students in developing problem-solving strategies, helping them to identify, evaluate, and implement solutions to research challenges.

3. Manages the project

Definition: The ability to guide the undergraduate student to plan, organize, and execute research projects effectively, including defining objectives, allocating resources, and adhering to timelines and milestones.

Indicators of Success:

• Project Planning: Assists students in developing comprehensive project plans that outline clear objectives, methodologies, resources, and timelines.

• Resource Management: Helps students effectively allocate and utilize resources, including time, materials, and personnel, to achieve project goals.

• Milestone Tracking: Monitors progress towards project milestones, ensuring students stay on track and make necessary adjustments to meet deadlines.

• Risk Management: Identifies potential risks and challenges in the project and develops contingency plans to address them proactively.

4. Shows evidence of adaptability

Definition: The ability to adjust and respond effectively to changes, challenges, or new information encountered during the supervision, while maintaining focus on project goals and objectives.

Indicators of Success:

1. Flexibility in Approach: Demonstrates willingness to change plans or methods when necessary to better support student learning and project success.

2. Response to Feedback: Actively seeks and responds to feedback from students and colleagues, making adjustments to supervisory practices as needed.

3. Handling Uncertainty: Maintains composure and provides guidance when faced with unexpected changes or challenges, helping students navigate uncertainties.

4. Continuous Learning: Engages in ongoing professional development and learning to stay current with new research methodologies, technologies, and educational practices, and applies this knowledge to supervision.