The transformational process of an educational technology online course redesign into competency-based learning approach is described. This process implied the understanding of paradigm change, the integration of cognitive theory foundations, the selection of a learning taxonomy, the application of performance and authentic assessment principles as well as the design of performance rubrics. As a result, acompetency-based performance assessment model and a student performance reportemerge.
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Rodríguez et al. (2017) studied this question.
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