Michelle Bussière-Prytula (Johnson Shoyama Graduate School of Public Policy, University of Saskatchewan)
Public administration programs are increasingly expected to demonstrate how graduates acquire the competencies needed for success in a rapidly changing public sector, as articulated in CAPPA’s accreditation standards. Yet conventional grading systems often provide limited insight into students’ progress toward competency-based outcomes or the practical skills essential to effective public service. This attention to incremental learning echoes CAPPA’s conference theme by highlighting how small, steady forms of development contribute to resilient and effective public service.
This presentation reports on an instructor-led pilot within the Master of Public Administration program at the Johnson Shoyama Graduate School of Public Policy (University of Saskatchewan), where competency-based instruction and assessment were introduced and iteratively refined. Research across multiple course iterations shows that combining traditional grades with a mastery-based competency gradebook provides clearer evidence of competency acquisition, reveals learning gaps obscured in conventional grading, and generates richer feedback for students. Qualitative responses from students and faculty highlight greater clarity about expectations, stronger alignment between coursework and professional skills, and increased visibility of incremental learning. For instructors, the model requires minimal onboarding and offers practical support for adopting and improving competency-based assessment practices.
Using small-scale experimentation and drawing on empirical insights and practical design strategies, the session will outline both the successes and challenges encountered in implementing competency-based instruction and assessment across in-person and online courses, as well as future directions for preparing students for success in the rapidly changing public sector.