A Rose by Any Other Name: Competency & Mastery-Based Learning and Assessments
Introduction In the ever-changing landscape of Canadian higher education, discussions persist around the “best” pedagogical approaches to student learning, instruction, and assessment. Traditional education often relies on seat time, percentage-based grading, and conventional “pen and paper” assessments like essays and exams (Malan, 2000; Diegelman-Parente, 2011; Sturgis, 2014). Non-traditional education, particularly evolving over the last century,…