Is Five Enough? Modeling Learning Progression in Ill-Defined Domains at Tertiary Level

Insuring the progressive development of generic and disciplinespecific high-level skills in a university degree is hard. This is partly because the skills are defined broadly, in terms of multiple curriculum frameworks which have different granularity and terms. Another key challenge is the definition of skill level progression, the very ill-defined notion of maturity. This paper describes the vision of CUSP, a system for modeling high-level skills via an overlay student model for long term progression of learning. We argue that the representation of maturity and knowledge should use 5 levels.