Re-Framing EPHE Programs

Using standards-based grading & competency-based curriculum to promote student-led learning, community-oriented thinking, and development of career and life skills across Kinesiology, RHED, and PHE programs.

This page introduces you to the EPHE digital portoflio. Dr Tim Hopper and PhD candidate Sharan Srinivasa Gopalan developed this portfolio to capture the rich learning that happens in EPHE courses within the three program streams of recreational health (RHED), kinesiology, and physical and health education (PHE).

As highlighted in the video below the EPHE program competencies were developed from an analysis of program competencies described in website materials and school documents using Gemini AI. The resulting competencies were then summarized into 12 core competencies and clustered into three big idea areas. In addition, the six Lil'wat words for learning and teaching, developed by Dr Lorna Williams, that Faculties at UVic have been given permission to use, have been integrated into the competencies.

Competencies are assessed through artifact evidence of learning that represent a combination of an individual's knowledge, skills, abilities, behaviours, and other characteristics that enable them to successfully perform in specific tasks and activities related to different professional roles.

Beyond_the_Letter_Grade.mp4

The presentation below was used to develop the previous video using Notebook LM. It captures the analysis made to draw out the competencies in the EPHE programs with reference to the University of Victoria Co-Op programs. We are shifting to a new way of thinking about your learning and professional development. This isn't just about grades; it's about building a portfolio that proves what you can do. Our new standards-based and competency-based system focuses on your growth, not just your performance on a single test.

Program competencies 6

How it works

Core Ideas

Standards-Based Grading: First, you'll be evaluated on whether your work meets a clearly defined standard. If an assignment doesn't meet the mark, you'll have the opportunity to revise and resubmit it. This process focuses on mastery rather than a single attempt, ensuring you truly understand the material.
Competency-Based Grading: This mastery-focused approach sets the stage for a competency-based curriculum. The competencies you'll be developing throughout your program are based on the University of Victoria Co-Op programs, which are a benchmark for professional skills in the workplace. This means the skills you're building are directly relevant and highly valued by employers.

Developing a Digital Portfolio

Your learning will be a continuous process of growth, captured in a digital portfolio.

Evidence of Skills: As you progress through your courses, you'll collect artifacts—pieces of work like assignments, aspects of an assignment, projects, or other learning experiences—that serve as evidence of your growing skills.
Reflection on Growth: You'll reflect on these artifacts to show how you are developing in each competency over time, moving from emerging to proficient. This reflection is what turns a collection of assignments into a revealing story of your professional growth. You'll become an expert in your own learning, understanding how your skills apply across different situations.

Think of it this way: standards-based grading is the tool that helps you learn knowledge and skills, and a competency-based curriculum is the map that guides you to professional expertise. By the time you graduate, you'll have more than just a transcript; you'll have a dynamic portfolio that demonstrates your skills to yourself and to any future employer.

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