The Competency Outcomes and Performance Assessment (COPA) model has been widely used in recent decades to revision faculties and develop more efficient academic curricula. COPA is “a theoretical curriculum framework to promote competence for practice” (Lenburg, 1999, p. 312). In particular, the model can be considered as “the foundation for a comprehensive and cohesive revision of the curriculum, faculty and student roles, and methods to validate achievement of competency outcomes” (Lenburg et al., 2009, p. 4). COPA is based on four components: core competencies, end-result outcomes, interactive learning, and competence performance examinations (Lenburg, 1999; Lenburg et al., 2009). A key feature of the model is the orientation in practice and the development of special competencies, which are ultimately the goal of the learning process. Thus, for COPA to be effective, it is necessary to identify the needs and assess the environment to produce appropriate content within the learning setting.
This model was developed to facilitate the process of defining competencies and developing learning practices. In particular, within the COPA framework, the competencies to be addressed in the course can be addressed in relation to eight key groups (Lenburg, 1999; Lenburg et al., 2009). Depending on the needs and environment, the faculty also evaluates the subskills that are most important in the learning process. During the course, these subskills can vary, becoming more or less important, which also result in the modification of the training program. However, as part of creating a curriculum for faculty, it is important to address all of the listed core competencies in order to provide comprehensive learning. Depriving students of the opportunity to study any of the group of competencies and the lack of experience in the practical application of skills can lead to an insufficient level of knowledge to guide professional activities in the future. Thus, the core competencies describe the areas that are required for inclusion in the course and form the structure of the educational process.
Formative and summative assessment allows one to assess both the ongoing and final progress of students within the course. Core practice competencies can also be viewed as milestones for learning and should be addressed depending on the learning domains and the learner’s level of experience. Each of the competencies represented within the framework of the model represents a large group of skills that together form the basis for comprehensive learning. With regard to formative strategies, the mastery of each of the subskills should be assessed using tests and quizzes. This approach will ensure continuous monitoring of the student’s ongoing progress within the course. Within the framework of formative strategies, it is important to consider not groups of competencies but their individual components within the course. For example, when assessing critical thinking skills, it is important to test the skills of analyzing scientific evidence immediately after mastering this tool.
Summative strategies should aim to assess the overall progress of students across the course. In relation to COPA, the summative aspects assess the development of one of the competency groups also using tests and quizzes. Within the framework of summative strategies, it is important to consider the group in relation to the studied subskills and their interaction in the formation of overall practice competence. Thus, summative assessment involves the evaluation of subskills in the relationship between each other within the core skill set.
References
Lenburg, C. B. (1999). The framework, concepts and methods of the Competency Outcomes and Performance Assessment (COPA) model. Online Journal of Issues in Nursing, 4(2), 312-317.
Lenburg, C. B., Klein, C., Abdur-Rahman, V. Z., & Spencer, T. (2009). The COPA model: A comprehensive framework designed to promote quality care and competence for patient safety. Nursing Education Perspectives, 30(5), 312-317.