Abstract
A review was conducted of the published and unpublished literature which describes records and registration practices of operating competency-based programs. Nineteen institutions were compared with regard to the salient characteristics of CBE records and registration systems noted in the literature review. These characteristics included the use of: (1) entering competencies; (2) partial credit hours; (3) time variable registration; (4) course equivalency of competencies; (5) reflection of competencies on transcripts; and (6) the use of a multivariate grading system. Finally, one institution's model for the incremental incorporation of these various CBE components into operation is offered for consideration.
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