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Universities as Responsive Learning Organizations Through Competency-Based Assessment with Electronic Portfolios

Darren Cambridge
The Journal of General Education
Vol. 57, No. 1 (2008), pp. 51-64
Stable URL: http://www.jstor.org/stable/27798090
Page Count: 14
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Universities as Responsive Learning Organizations Through Competency-Based Assessment with Electronic Portfolios
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Abstract

Universities should embrace democratic values. Using electronic portfolios, competency-based assessment can enact them. Rather than preset standards, competencies become boundary objects connecting individual student experience to community conversation about what it means to be educated. This article examines this approach in practice at New Century College, George Mason University.

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