Assessing Competencies: Extending the Traditional Co-Curricular Transcript to Include Measures of Students’ Skills and Abilities

Abstract

Purpose

This chapter acknowledges the current dearth of direct evidence of student learning and discusses the limited value academic and co-curricular transcripts (CCTs) provided to students, educators, and employers.

Methodology/approach

This chapter studies the myriad outlets in which students acquire useful academic and non-academic skills outside of the grade point system. Disadvantages in the arbitration and secular nature of the common transcript are also addressed.

Findings

Exploring and responding to the concerns from a diverse chorus of higher education constituents and calls for increased accountability and improved student learning in higher education, this chapter proposes the development of an outcomes-based CCT, as an extension of the traditional CCT, to take advantage of the rich and numerous learning opportunities within the living laboratory of co-curricular experiences where students repeatedly demonstrate and hone their skills and competencies throughout their collegiate experience.

Originality/value

The chapter discusses a number of examples and models of what such a program might look like and provides insights and suggestions as to how it could be implemented thoughtfully and effectively. It also explores several of the benefits and challenges associated with implementing an outcomes-based CCT.

Citation

Dura, S.M. (2016), "Assessing Competencies: Extending the Traditional Co-Curricular Transcript to Include Measures of Students’ Skills and Abilities", Wankel, L.A. and Wankel, C. (Ed.) Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes, Emerald Group Publishing Limited, Leeds, pp. 349-391. https://doi.org/10.1108/978-1-78635-064-020161015