I have been working on skills and skill competencies for the past six years (published A Skills Based Approach to Developing a Career in 2013). My work with Skills Based Approach has gained a significant audience and following around the world. Recently, I have focused on a new innovative concept: Skills Label™ – one standardized display for learning in any task – online game, virtual reality, courses, videos, activities, etc.
When I talk to professors about assessing skills in Competency Based Learning (CBL) programs, they tell me “there are institutions working on developing competencies but there are no clear standards already in place”. (I guess I am looking for something like Common Core in standard education.) Some professors seem perplexed and ask: “Where would you even start to create a standard for addressing skills?”. Some professors are not convinced in the necessity of teaching and tracking learning at such a discrete level.
The challenge is trying to develop a one-size fits all approach to assess skills. I argue, in our every experience, we apply skill. Skills work laterally across subject and disciplines. There are thousands of defined skills (I reviewed a LinkedIn database of 4,500 skills). The list only keeps growing with new technologies being defined every day. Addressing the breadth of skill assessments is a challenge.
Skills work vertically across education, higher education and career stages. For many of the foundational thinking and soft skills, we use them throughout much of our life. Critical thinking is considered a pinnacle skill, one we start learning in high school and is the benchmark of higher education. To learn a skill for our “own needs”, it takes twenty hours. To become a master, it takes ten thousand hours (according to one commonly referenced yardstick). Creating a measurement that works across what could be an eight to ten-year stretch is difficult. Addressing the depth of skill assessments is a challenge.
Skills Label is an early iteration to represent lifelong learning expectations with skill competencies. There are five elements:
· Focus Value. For an experience, this value represents the intensity in learning a skill. (Represented as a percentage of total focus values multiplied by the time to complete the experience.)
· Level of Difficulty. A one in five value representing how difficult the application of the skills. (A scale based on middle school, high school, college, graduate and professional stages.)
· Standards. A way to anchor Level of Difficulty to actual standards, either universally accepted ones (like Common Core) or dynamic ones (created by a group of practitioners). For example, Common Core standards are linked to a grade level.
· Underlying Methods and Application. Measure the intensity and frequency the underlying methods of a skill are applied. This is thinking one level deeper than skills.
· Skill Points. An algorithm calculates this measurement of learning based on the other elements and time spent.
Perhaps the most difficult element to quantify is: Level of Difficulty. Applying standards helps to anchor a level of difficulty to an education or career stage. But, I think the most compelling process to assess skills is to work with their methods and applications. Count the number of times the method is applied, measure the difficulty in applying it.
For example, there are perhaps 20 to 50 methods behind applying the skill of Critical Thinking. It is easier to evaluate Critical Thinking by working with these methods as a framework.
Ideally, (I believe) accurate, new age assessments based purely on the application of skill (as opposed to being rooted in grades, age, demographics) become a gold standard in learning.
Learn more about this exciting new concept on the website: www.skillslabel.com