Competency & Assessment

Types of Competency Sets

Students in the EABST programs will be assessed according to the following sets of competencies. Not all sets are assessed in each program. Although the competency sets are organized according to the use of resources for leadership development, individual students may develop in different ways in the use of resources and through other learning opportunities demonstrated in their portfolios.

Life and Ministry Development Portfolio System

Each EABST program is grounded in a deep understanding of God’s design for each person, as well as extensive mentoring and evaluation done by church leaders using biblical qualifications for ministry. Competencies related to life and ministry development are demonstrated in the following manner:

  • Motivated Abilities Pattern (MAP) Responses: The heart of our Life and Ministry Development Portfolio System is the MAP because it gives the most basic description of who you are according to how God designed you. It is the foundation on which all other aspects of mentoring and personal development are built. Further, your MAP helps you to maximize learning and personal development through courses, projects, and practicum.
  • Personal Development Plan: A Personal Development Plan (PDP) is an integrative tool to guide you in developing and monitoring your lifelong learning strategy.
  • Personal Development Assessments: The Paul/Timothy Model is normative for EABST. However, the model is much more than just one-on-one mentoring. It is the training of leaders in the context of ministry to sustain a movement of the establishment of churches. It is not just one leader passing the baton to another. Rather, it is the development of a leader according to biblical criteria by those entrusted by God with the responsibility. The tools are basic, yet profound. They capture biblical content and common sense in forms that can be used effectively by mentors in almost every situation.
Leadership Series I
(C.Min., B.Min., B.Th., M.Min., and M.Th.)
This series of courses helps the student employ the New Testament as a manual for church development, particularly through the keys taught in the Book of Acts and the Pauline Epistles. The courses are designed to be used in group settings and rely heavily on Socratic discussion for personal and community insights. Each course contains units with issues to address, Socratic discussion questions, project guides, and a theological reader (with the best chapters and articles on the key topics).

Leadership Series II
(C.Th., B.Th., and M.Th.)
This series of courses helps the student utilize biblical theology to let the inspired message of Scripture unfold and a theology-in-culture orientation to complete the process of Scripture having its intended impact. Like Leadership Series I, each course contains units with issues to address, Socratic discussion questions, project guides, and a theological reader (with the best chapters and articles on the key topics).

Ministry Strategy Plans
(B.Min. and M.Min.)
These plans demonstrate integration of ministry strategy into ongoing comprehensive personal ministry based upon competencies associated with Leadership Series I courses. In most cases, they will be written and revised upon the completion of sets of four Leadership Series I courses.

Major Projects
(B.Th. and M.Th.)
These projects integrate Leadership Series II courses in an ongoing comprehensive process of building biblical theology. They include presentations of the author’s intent, literary design, and key theological and hermeneutical themes for all the books of the Old and New Testaments.

Ministry Practicum
(all degree programs)
These are opportunities to learn through substantial ministry responsibilities and reflection on ministry experience. Students “contract” with their mentors and certified leaders for development related to specific ministry responsibilities and evaluation (at a rate of 1 semester hour of credit for each 45 hours of designated ministry and reflection), making extensive use of the “Current Ministry Assessment” form by a student’s mentor.

Teaching Practicum
(all degree programs)
These are opportunities to learn through substantial teaching experiences and demonstrate learning through careful reflection and external evaluation. They include the use of The First Principles (basic discipleship material), Leadership Series, and Paradigm Transformation Seminar courses in one’s own ministry situation. The contexts for teaching can range from teaching the main classes a ministry uses to facilitate use of resources to personal discipleship with a small group or family members. It does not need to be an “official teaching role” in a church.

General Education
(B.Min. and B.Th.)
This area provides a core of analytical, communicative, and quantitative skills associated with a well-trained bachelors-level student. The courses form an “integrated, holistics core” that is built from Ernest Boyer’s College: The Undergraduate Experience in America, Mortimer Adler’s The Paideia Program: An Educational Syllabus, and Howard Gardiner’s The Disciplined Mind. They may be fulfilled in four ways:

  • Leadership Series-type courses (forthcoming).
  • transfer credit from traditional institutions.
  • portfolio assessment of other demonstrations of competency.
  • CLEP tests.

(B.Min. and B.Th.)
This category allows students and partners to customize programs and determine competencies appropriate to the programs. It may include use of additional resources, transfer credit from other institutions, specialized training unique to the ministry needs of the partner, Lifelong Learning Reading Reports, Leading “Great Books” community discussions, Ministry Practicum, Teaching Practicum, or other demonstrated competencies.


EABST relies on an extensive, robust portfolio assessment system to provide abundant and multi-layered evidence that its students deserve the degrees that are being granted. Although many competencies may be developed in conjunction with learning opportunities designed for that purpose (particularly in Leadership Series courses), we recognize that students develop in different ways and at difference times. Portfolios may include a wide variety of evidence from many learning experiences. For instance, a student may best demonstrate particular competencies associated with a Leadership Series course in a Ministry Strategy Plan rather than in the projects of a particular Leadership Series course.

Items contained in a portfolio:

  • Artifacts are things that the student has produced that demonstrate competency. All Leadership Series courses are designed with projects, large and small, that help students think through the main issues in terms of actual ministry contexts. Other projects, such as a collection of preaching/teaching recordings extend beyond single courses. A student’s own journaling and formal evaluation of teaching experiences or personal assessment are valuable pieces of evidence of what has been learned.
  • Attestations are things that other people produce that demonstrate the competencies of the student. These include personal and ministry assessments by those who are close to the student, evaluations by others of a student’s teaching in the practicum, and their Motivated Abilities Pattern.

How assessment takes place:

  • Certified leaders at EABST have been trained to assist students in the building of their portfolios. The heart of the portfolio is the Motivated Abilities Pattern (MAP) acquired at the outset of the program and a Life and Development Plan, which is updated on an ongoing basis through the mentoring of local leaders. Much of the most valuable assessment will take place in these ministry settings by those who are closest to the students. Certified leaders will also help students build portfolios that demonstrate the competencies required in the program. Artifacts and attestations should be placed in a secure online location or in another hard copy portfolio.
  • For Antioch School degrees, Antioch School Associate Faculty from outside the partner program will periodically review portfolios to validate that the necessary competencies have been demonstrated. This will happen at the beginning of the program to assure that students are on track, at various increments throughout the program, and toward the end to facilitate program completion and graduation.

The project for the final unit of each required Leadership Series course must be submitted as a proctored final exam with confirmation by the certified leader of the partner that the work has been done by the student.