Competency-based Training Tutorial

 

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Competency-based Training Tutorial

I. Introduction

  1. Purpose
    1. Training Objectives
    2. Training Activities and Delivery
    3. Assessment
  2. Training Overview
  3. Assumptions

II. Determining Competencies

  1. Definition of Competency
  2. Developing Competency Definitions
    1. Identify Competencies
    2. Develop Competency Elements
    3. Clearly Define Competencies
  3. Examples
  4. Exercise I

III. Specifying Learning Objectives

  1. Action Statements
  2. Link Objectives to Competencies
  3. Exercise II

IV. Identifying Learning Outcomes

  1. Types of Learning Outcomes
    1. Declarative Knowledge
    2. Procedural Knowledge
    3. Strategic Knowledge
    4. Motor Skills
    5. Attitudes
  2. Exercise III
  3. Exercise IV

V. Determining Instructional Activities and Measures of Outcomes

  1. Instructional Activities
  2. Measures of Performance
  3. Exercise V
  4. Exercise VI

VI. Demonstration of Competencies

  1. Methods of Assessing Competencies
  2. Examples

I. INTRODUCTION

 

Purpose

The overall objective of the competency-based training program is to provide trainers and instructional designers with a step-by-step guide for developing competency-based training. The training manual is intended to develop within instructors the ability to create a competency-based course based on instructional design principles.

Training Objectives

Training Activities and Delivery

Trainees will read the training materials and then engage in a three-hour training session where they will complete the exercises included in this manual and engage in group discussions. Trainees will then work individually, at their own pace, to create their course descriptions. Someone familiar with competency-based training should then provide guided feedback to trainers as they develop their course outlines.

Assessment

Assessment would consist of the demonstrable capability of producing a competency-based course description that is based on instructional design principles.

Training Overview

There are five essential steps to developing a competency-based training course:

  1. Determine required competencies
  2. Specify course/unit learning objectives
  3. Identify learning outcomes
  4. Design of instructional activities and criteria to assess learning outcomes
  5. Develop process whereby trainees can demonstrate mastery of the competencies

Assumptions

This manual assumes that an organizational assessment has been done and that the organization's strategic objectives have already been identified. It is imperative that the competencies chosen are aligned with the organization's mission and purpose.

II. DETERMINING COMPETENCIES

 

Definition of Competency

A competency refers to an individual's demonstrated knowledge, skills, or abilities (KSAs) performed to a specific standard. Competencies are observable, behavioral acts that require a combination of KSA's to execute. They are demonstrated in a job context and, as such, are influenced by an organization's culture and work environment. In other words, competencies consist of a combination of knowledge, skills, and abilities that are necessary in order to perform a major task or function in the work setting.

For example, planning can be a competency. This competency would be composed of several elemental skills and activities such as setting goals, assessing risks, and developing a sequence of actions to reach the goal.

Developing a training module is also a competency. This competency would be composed of several KSAs such as knowledge of adult learning principles, knowledge of instructional design principles, skill in analyzing a job to identify training needs, and ability to communicate.

Developing Competency Definitions

The foundation of a competency-based training program is the identification of what trainees must know and do to successfully perform the job. In other words, trainees must know what competencies they will be developing. It is also critical, although beyond the scope of this manual, to ensure that the competencies are consistent with the organization's strategic objectives. There are three steps to developing competency-based definitions.

Step 1: Identify the specific competencies learners need to demonstrate at completion of training that will benefit the goals and objectives of the corporation. You may need to examine your company's mission and purpose, peruse existing course materials, review job descriptions, consult references, and/or have discussions with colleagues to identify the key competencies. For any given course there will generally be between 2 and 7 key competencies. For a leadership training program, two competencies might be providing constructive feedback to subordinates and coaching for effective sales.

Step 2: Determine the elements that make up the competency. The elements of a competency are a combination of actions (resulting from possession of skills and abilities) and knowledge, which are required to demonstrate achievement of the competence. Each competency will generally consist of 3-5 elements.

Step 3: Define each competency using the 3-5 elements as the basis for the definition.

Examples

To illustrate, let's say we are developing a leadership course for entry-level supervisors.

Step 1: Identify the Competencies

After review of job descriptions, examination of organizational strategic goals and current capabilities, discussion with colleagues, and research we decide there are two main competencies we need supervisors to develop:

(1) Be able to constructively manage subordinate performance

(2) Be able to coach subordinates on consultative selling techniques

Step 2: Determine the Elements

(1) Be able to constructively manage subordinate performance

Identify subordinate performance goals and targets
Establish challenging and specific goals
Develop tracking systems that objectively monitor performance
Provide feedback to subordinates on goal progress and accomplishment

(2) Be able to coach subordinates on consultative selling techniques

Establish positive relationships with subordinates
Develop subordinates through application of coaching skills
Teach subordinates the key phases of the consultative selling model
Improve subordinate performance through their use of consultative selling skills

Step 3: Define Each Competency

(1) Be able to constructively manage subordinate performance

The capacity to identify subordinate performance goals and targets, establish challenging and specific goals, develop tracking systems that objectively monitor performance, and provide feedback to employees on goal progress and accomplishment.

(2) Be able to coach subordinates on consultative selling techniques

The capacity to establish positive relationships with subordinates and develop them through application of coaching skills, teach subordinates how to apply the key phases of the consultative selling model, and improve subordinate performance through their use of consultative selling skills.

 Exercise I

The purpose of this exercise is to provide you with practice writing competency definitions. Consider a course you are teaching or are about to teach and create a competency definition using the three steps described above:

Identify the competency

____________________________________________________________

____________________________________________________________

Determine the Competency Elements

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Create the Competency Definition

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

III. SPECIFYING LEARNING OBJECTIVES

 

As we noted above, mastery of a competency requires that a person possess a combination of skills and knowledge. After determining the competencies, the next step in creating a competency-based training program is to define specific learning objectives. These learning objectives specify the combination of knowledge and skills to be developed in training that will produce the competency.

Action Statements

The learning objectives should be specific and in the form of action statements. An action statement should start with a verb and include the object of the action. They should be short, succinct, and precise.

Examples:

Link Objectives to Competencies

After the learning objectives have been written in the form of action statements you need to insure they are linked to their relevant competencies. The diagram below illustrates how this should look. In the diagram there are two competencies and three learning objectives for each competency. The learning objectives are the elements or KSAs that make up and define the competency.

 

Exercise II

The purpose of this exercise is to have you learn to link KSA's to competencies. To do so, complete the diagram below. Include two competencies and the elements or KSA's that, in combination, define the competency. Note you may have more or less than three elements for each of your competencies.

 

IV. IDENTIFYING LEARNING OUTCOMES

 

Types of Learning Outcomes

Once we have identified the competencies and determined the specific learning objectives, the next step is to determine the learning outcomes that will result from training. This step is often neglected in the development of competency-based training but in my view, it is essential because it provides the basis for developing instructional objectives and measures of outcomes. Gagne’s (1984) model of learning outcomes serves as an excellent guide for improving the instructional design of each course in the curriculum. Gagne (1984) proposed a set of five distinct types of learning outcomes: procedural knowledge, declarative knowledge, cognitive strategies, motor skills, and attitudes. Below I provide a brief description of each.

Procedural Knowledge

The first category, procedural knowledge, includes concepts, rules, and procedures (e.g., Language, geometry, scientific reasoning, driving a car, using a lawn mower, making a telephone call). Procedural knowledge can be viewed as rules composed of concepts. The other characteristic of procedural knowledge is that it involves a sequence -- first an individual takes one action, then another, followed by another.

An example of a procedural knowledge is conducting a task analysis. Conducting a task analysis involves the following: (1) observe the task being performed; (2) analyze the task by breaking it down into discrete units; (3) create a description of how the task is performed by describing in order the discrete steps that need to be completed to execute the task. Another example is writing competency definitions: (1) identifying the competency, (2) determining the elements, and (3) creating the competency definition. These are examples of procedural knowledge because they consist of a set of concepts and a sequence of steps.

Declarative Knowledge

Declarative knowledge results when a person is able to declare or state something. It consists of facts (e.g., name of persons, names of months of the year, names of metric measures of length); meaningfully connected prose that is learned and recalled in verbatim form (e.g., Salute to the Flag, Declaration of Independence, the words to Elvis Presley’s song "You Ain’t Nothing but Hound Dog"; or organized knowledge (e.g., class of objects, an era of history, nations of the world).

Examples of instructional educational objectives that fall into the declarative knowledge category, include: Describe the objectives and benefits of competency-based training, describe the types of instructional activities that are useful for developing skills, list resources that are necessary to develop a competency-based program.

Strategic Knowledge

Strategic knowledge refers to skills in knowing when and how to use declarative and procedural knowledge. More generally, strategic knowledge is a competency that enables a learner to exercise some degree of control over the processes involved in solving problems. Strategic knowledge enable learners to choose at appropriate times the procedural and declarative knowledge they will bring to bear on learning, remembering, and problem solving. More simply, strategic knowledge can be viewed as the learner's ability to think about his or her own thinking when solving problems and to actively consider their knowledge base when developing solutions to problems.

An example of strategic knowledge would be "adapting a training activity to meet the needs of a specific group". To accomplish this objective, students need to apply the declarative and procedural knowledge they have acquired to the solution of the problem. Higher quality solutions would be evidenced with instructional activities that applied the principles being taught and that met the unique needs of the learner population.

Motor Skills

A skill is identified as a motor skill when gradual improvements in the quality if its movement (smoothness, timing) can be attained only by repetition of that movement. In other words, learning consists of practices of the movement itself, under conditions in which reinforcement occurs, resulting in gradual improvement in the skill.

Motor skills begin with the learning of the sequence of muscular movements that underlies the skill. For example, in making a tennis serve, the movements required involve shifting body weight to one foot, tossing the ball in the air, bringing the racquet up, and striking the ball with the racquet while aiming in a particular direction. Continued practice results in all the parts of the skill being fitted together and brings about increased quality of skilled performance, observable as improved timing and smoothness. Further practice, resulting in automatization of the skill, is evidenced by the ability to carry on the skill without the need for much attention. The improved timing and smoothness will be exhibited even with the presence of potentially interfering activities.

Attitudes

The fifth type of learning outcome is attitudes. Attitudes are inferred internal states that influence the choice of personal action. We cannot observe them directly but must make inferences from one or another kind of observable behavior. As an example, a positive attitude toward listening to classical music influences the behavior of an individual to choose such listening when a choice is provided. An attitude of rejection toward using harmful drugs influences the behavior of rejection when the individual is confronted with choices of this nature.

Exercise III

The purpose of this exercise is to develop your understanding of learning outcomes and how they relate to learning objectives. For the following example, identify the type of learning outcome for each instructional objective that is listed.

 

Instructional Objectives

Learning Outcome

Motor Skills

Procedural Knowledge

Declarative Knowledge

Strategic Knowledge

Attitudes

Describe the objectives and benefits of competency-based training

         

Explain the major theories of adult learning

          

Analyze a job to determine the major tasks/functions

          

Analyze the learning styles of a group and adapt teaching strategies to accommodate the different styles.

 

        

Adapt an instructional activity to meet the needs of a disabled group.

    

 

 

  

Develop a plan for gathering information.

 

 

 

 

Learners feel more positive about the use of competency-based training

  

 

 

 

  

Deliver a five-minute oral presentation to a group

 

 

 

  

 

Create a set of instructional activities that will teach learners how to analyze a job

Describe the five major types of learning outcomes

 

 

 

 

 

Learners feel more positive toward the field and service recipients.

 

 

 

  

 

 

Exercise IV

The purpose of this exercise is to develop your ability to write instructional objectives and to determine the type of learning outcome that is associated with the objectives. For the following exercise first list your instructional objectives and then identify the type of learning outcome associated with each of them.

 

Instructional Objectives

Learning Outcome

Motor Skills

Procedural Knowledge

Declarative Knowledge

Strategic Knowledge

Attitudes

 

          

 

          

 

          

 

 

        

 

    

 

 

  

 

 

 

 

 

  

 

 

 

  

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

  

 

 

V. DETERMINING INSTRUCTIONAL ACTIVITIES AND MEASURES OF LEARNING OUTCOMES

 

Instructional Activities

Up to this point we have identified competencies, specified learning objectives, and linked those objectives to learning outcomes. The next step in developing a competency-based course is to determine the learning activities students will engage in to achieve the instructional objectives. The key here is to develop activities, exercises, assignments, and other learning projects that will (1) achieve the stated objectives and (2) in combination, develop the competencies. It is important that you thoroughly and examine and detail the instructional activities to insure they are keyed to instructional objectives and learning outcomes.

The technology and science of learning has not developed to a point where it is possible to unequivocally state the best type of instructional activity for achieving a specific type of learning outcome. Therefore, the decision needs to be based on theory, logic, reason, economics, and common sense. Considering cost, time, and complexity of material to be learned, I recommend the following:

 

Instructional Activity

Learning Outcome

Motor Skills

Procedural Knowledge

Declarative Knowledge

Strategic Knowledge

Attitudes

Lecture

x

x

x

x

x

Videotape

x

x

x

x

x

Readings

x

x

x

x

x

Discussion

 

x

x

x

x

Modeling

x

x

 

 

x

Case Studies

 

 

 

x

 

Role Plays

x

 

 

 

x

Debates

 

 

 

x

 

CBI

x

x

x

x

Projects

 

 

 

x

 

 

Development of motor skills requires physical practice. If you are responsible for developing a motor skill, I recommend you include the following steps:

  1. Demonstrate correct way of performing the skill and have students identify the specific steps;
  2. Demonstrate incorrect ways of performing the skill and have students identify what was wrong;
  3. Provide students with guided practice so that you are walking them through the specific steps;
  4. Provide students with unguided practice and developmental feedback.
  5. Have students perform the skill in simulations or real-world situations.

Example:

Instructional Objective: Describe Kolb's model of adult learning.

Learning Outcome: Declarative knowledge for overall description.

Instructional Activities: A variety of instructional activities will be used to achieve the instructional objective including:

The linking of instructional activities to course objectives will need to be done for each learning outcome listed in the course description.

Measures of Learning Outcomes

At this point learners know what they will get out of the course and what is expected of them as they proceed through the course, what we still need to do is develop mechanisms by which we can determine if in fact students have accomplished the learning objectives. Following Gagne's Model of learning outcomes, the following methods of assessment are recommended. Please note, however, you are free to decide what methods you will use. What is important for the purpose of developing a competency-based training is that there is some specification of how student accomplishment of instructional objectives will be determined.

Procedural Knowledge

The possession of procedural knowledge is shown when a person is able to apply a sequence of concepts representing condition and action to a variety of situations. One way to demonstrate learners have acquired a procedural skill is to provide learners with a variety of standardized situations and have them respond to the situations. This can easily be accomplished with written vignettes that simulate situations where the concept is to be applied. For example, students who have mastered the task analysis should be able to apply the steps involved in conducting a task analysis to a wide variety of situations.

Declarative Knowledge

The demonstration of declarative knowledge by learners depends on whether it is factual, connected prose, or organized knowledge. If a person has learned the names of persons, objects, or a foreign language, exact reproduction is expected. Standardized objective assessment methods (e.g., fill in the blank, multiple choice, T/F) work well for assessing these types of competencies. If someone has committed Lincoln’s Gettysburg address to memory, that person is expected to be able to repeat the address word for word without paraphrase or omission.

Although it is possible to determining someone’s proficiency with organized knowledge using the same methodology, generally it works better to have a more comprehensive assessment. For example, if the instructional objective is to teach students how to plan a lesson, it may be more effective to have students design a prototype where they are required to list all the necessary components. This technique will more accurately assess learners' overall mental representation of the content than standardized objective methods. Short answer, essay type questions also work well for assessing organized knowledge in that they can be examined to determine if relevant concepts have been applied correctly.

Strategic Knowledge

Assessing cognitive strategies is more complicated than either declarative or procedural knowledge. In general, evaluation centers on either examining thought processes or the product of thought processes. For examining thought processes, a common tool is the thought listing technique. This technique requires that you present learners with a sample problem and then ask them to simply write out their thoughts as they work through the problem. If writing to too cumbersome, you can have learners verbally describe what they are thinking and then record their description with some type of recording device.

The measurement of the product of the thought processes will depend on the type of action the learner is taking. For example, you may have a learner develop a lesson plan that teaches supervisors how to provide constructive feedback. In this case, and whenever you are examining the product of thought processes, it is important to assess the concepts the learner employed in solving the problem and whether those concepts have been used appropriately.

Motor Skills

Assessment of skills requires tests using simulations (e.g., models, role-plays) or work samples (i.e., performing actual tasks under controlled conditions). For example, if you had taught a person taking your course how to give constructive feedback, then you could set up a role-play where he/she could demonstrate the acquired skills. Typically some form of behavior rating scale or checklist is used to assess skills. For example, if the skill is providing constructive feedback, the specific steps would be listed and the evaluation would consist of checking off the steps that were performed correctly and incorrectly.

Attitudes

Evidence of attitude change is most commonly assessed using Likert type scales and pre- and post-test designs. Learners are asked to respond to a series of attitudinal items prior to training and then respond to those same items again some time after training.

Some examples of attitudinal statements include:

I believe competency-based training is valuable
I believe I can apply instructional design principles in creating a training module
I think the student-centered approach works well for most adults

Below are examples of two common types of Likert scales used to assess attitudes.

Strongly
Disagree

Disagree

Neither

Agree

Strongly
Agree

1

2

3'3CFONT>

4

5

 

Not at all

 

To a small extent

 

To some extent

 

To a great extent

 

To a very great extent

1

2

3

4

5

Exercise V

The purpose of this exercise is to build on the previous exercise by having you include the instructional activities and methods of assessment to your instructional plan. For the following exercise first list the instructional objectives and learning outcomes from Exercise IV and then detail the instructional activities and assessment measures that are related to each instructional objective.

 

Instructional Objectives

Learning Outcomes

 

Instruction Activities

 

Outcome Measures

Motor Skills

Declarative Knowledge

Procedural Knowledge

Strategic Knowledge

Attitudes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key for Instruction Strategies:

Key for Outcome Methodologies:

1 = Lecture Method

1 = Objective (T/F, MC, Matching)

2 = Videotape

2 = Short Answer

3 = Readings

3 = Essay

4 = Slide Presentation

4 = Behavioral Ratings

5 = Demonstrate/Model

5 = Product (e.g., plan, proposal, program)

6 = Case Study

6 = Verbal Protocol

7 = Role Play

7 = Knowledge structure

8 = Discussion

8 = Likert Scale

9 = Group Projects

9 = Construct Prototype

10 = Simulations

 


Exercise VI

The purpose of this exercise is to link competencies to course objectives to learning outcomes, instructional strategies, and assessment methodology. This exercise ensures that for each instructional objective, there is specification of the type of learning outcome to be attained, the instructional strategies used to achieve the learning outcome, and a description of how the learning outcome will be assessed.

 

 

Competencies

 

Instruction Objectives

Learning Outcomes

 

Instruction Activities

 

Outcome Measures

Motor Skills

Declarative Knowledge

Procedural Knowledge

Strategic Knowledge

Attitudes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key for Instruction Strategies:

Key for Outcome Methodologies:

1 = Lecture Method

1 = Objective (T/F, MC, Matching)

2 = Videotape

2 = Short Answer

3 = Readings

3 = Essay

4 = Slide Presentation

4 = Behavioral Ratings

5 = Demonstrate/Model

5 = Product (e.g., plan, proposal, program)

6 = Case Study

6 = Verbal Protocol

7 = Role Play

7 = Knowledge structure

8 = Discussion

8 = Likert Scale

9 = Group Projects

9 = Construct Prototype

10 = Simulations

 

 

VI. DEMONSTRATION OF COMPETENCIES

 

We began the training with a discussion and definition of competencies. We stated that a competency is made up of several elements or a combination of knowledge, skills, abilities and attitudes and noted that it is these elements that form the basis of the instructional objectives. Next we presented Gagne's model of learning outcomes. We showed how you can more consistently and more thoroughly develop a course outline by categorizing the instructional objectives into types of learning outcomes, specifying the instructional activities that will produce the stated outcomes, and determining the outcome measures that will show the objectives have been achieved.

At this point we return back to the issue of competencies. The last thing we need to consider is how learners are going to demonstrate that they have in fact acquired the competencies at a proficient level. Assessment of competencies takes the learner's KSA's into account, but also requires actual performance of the competency. The overall effectiveness of competency-based training is based upon the participant's ability to demonstrate attainment or mastery of the competency performed under certain conditions to specific standards (the combination of KSAs then become competencies).

Methods of Assessing Competencies

The method most often used for assessment in competency-based programs is critierion-referenced evaluation. The criteria are the competencies upon which the training program is based. To demonstrate a competency, participants are asked to engage in a simulation or perform a work sample. A work sample consists of the essential functions of the job, scaled down to a manageable proportion. Simulation and work sample tests should either include a checklist that details the specific behaviors or some type of behavioral rating scale.

If a checklist is used, then evaluating the competency simply consists of checking off the behaviors that are correctly exhibited when the participant performs the simulation or work sample. To the extent the participant applies his/her KSAs and correctly executes the prescribed behaviors, he or she has demonstrated competency. Furthermore, levels of competence can be determined by the percentage of correct behaviors exhibited (e.g., 90% or > = very competent, 80-90% = competent, 70-80% = somewhat competent, and < 70% = not competent).

If a behavior rating scale is used, then different levels of competency need to be established (e.g., Low Competency, Average Competency, High Competency). Each level would then contain behaviors that are indicative of performance at that level. When evaluating the competency you would compare the behaviors demonstrated to the different competency levels, and then make a determination of the person's level of competency on the basis of how closely his/her behavior matched a given level.

Example 1: Collecting, analyzing, and organizing information

Definition: The capacity to locate information, sift and sort information in order to select what is required and present it in a useful way and evaluate both the information itself and the sources and methods used to obtain it.

Performance Level 1

Performance Level 2

Performance Level 3

At this level a person:

 follows existing guidelines for the collection, analysis and organization of information;

At this level a person:

 clarifies the needs of the audience and the purposes of the information;

At this level a person:

 defines the needs of the audiences and the purposes of the information

accesses and records information from given sources;

accesses and records information from a variety of sources;

critically investigates sources to identify and distil relevant information;

organizes information into predetermined categories; and

selects categories or structures by which to organize information; and

identifies within information the main organizing categories and structures; and

checks information for completeness and accuracy.

assesses information for relevance, accuracy, and completeness.

evaluates the quality and validity of information.

The primary focus of Performance Level 1 is the retrieval and reporting of specific information.

Performance Level 2 moves beyond Performance Level 1 to the management of information within a broader work process. It includes the selection of management techniques and identification of relevant sources.

At Performance Level 3, the emphasis broadens again to the establishment and application of principles that underpin information retrieval; and organization. It requires the capacity to create ways of organizing information for new situations.

 

Example 2: Communicating ideas and information

Definition: The capacity to communicate effectively with others using the range of spoken, written, graphic and other non-verbal means of expression.

Performance Level 1

Performance Level 2

Performance Level 3

At this level a person:

adapts the forms of the communication to the anticipated contexts and audiences;

At this level a person:

adapts ideas and information to anticipated contexts and audiences;

At this level a person:

chooses the mode and form appropriate to a context and audience;

communicates using prescribed forms and styles;

communicates by choosing from set alternative modes and styles the most appropriate to a particular context and audience;

revises and evaluates the communication in the light of feedback;

communicates clearly and coherently so that the prescribed information is organized for the purpose; and

establishes and conveys coherence between disparate ideas and information; and

uses ideas to interpret and represent information in a variety of contexts; and

checks the communication for accuracy and effectiveness.

revises communication in the light of feedback.

adapts ideas and information to unanticipated responses from audiences.

At Performance Level 1 the emphasis is on communicating certain established and predetermined forms and styles, and in single modes such as speech and writing.

At Performance Level 2 the emphasis is on communicating in situations and to audiences where there are a number of choices of form and style.

Performance Level 3 focuses on the ability to use, adapt, and transfer communicative forms and modes to meet a variety of demands.

 

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