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Maureen Greenbaum

How diplomas based on skill acquisition, not credits earned, could change education - T... - 15 views

  • a new teaching approach here called “proficiency-based education” that was inspired by a 2012 state law.
  • law requires that by 2021, students graduating from Maine high schools must show they have mastered specific skills to earn a high school diploma.
  • CompetencyWorks, a national organization t
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  • By 2021, schools must offer diplomas based students reaching proficiency in the four core academic subject areas: English, math, science and social studies. By 2025, four additional subject areas will be included: a second language, the arts, health and physical education.
  • proficiency-based idea has also created headaches at some schools for teachers trying to monitor students’ individual progress.
  • Students have more flexibility to learn at their own pace and teachers get time to provide extra help for students who need it
  • It wasn’t for lack of trying,” Bowen said. “It was a systems design problem.”
  • offer students clarity about what they have to learn and how they are expected to demonstrate they’ve learned it.
  • at schools that have embraced the new system, teachers say they are finding that struggling students are seeing the biggest gains because teachers are given more time to re-teach skills and students better understand the parameters for earning a diploma.
  • Deciding to believe that all students are capable of learning all of the standards, she said, “was scary.”
  • Multiple-choice questions have virtually disappeared. Homework is checked, but not graded.
  • students get less than a proficient score, they must go back and study the skill they missed. They are then given a chance to retake the relevant portions of the test until they earn a satisfactory score.
  • We inherited a structure for schooling that was based on time and on philosophical beliefs that learning would be distributed across a bell curve,
  • get crystal clear about what we want students to know and be able to do and then how to measure it.”
Maureen Greenbaum

Calls from Washington for streamlined regulation and emerging models | Inside Higher Ed - 0 views

  • more of online “innovations” like competency-based education.
  • reauthorization of the Higher Education Act might shake out.
  • flow of federal financial aid to a wide range of course providers, some of which look nothing like colleges.
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  • give state regulators a new option to either act as accreditors or create their own accreditation systems.
  • “States could accredit online courses, or hybrid models with elements on- and off-campus.”
  • any new money for those emerging models would likely come out of the coffers of traditional colleges.
  • cut back on red tape that prevents colleges from experimenting with ways to cut prices and boost student learning.
  • decentralized, more streamlined form of accreditation.
  • regional accreditors are doing a fairly good job. They are under enormous pressure to keep “bad actors” at bay while also encouraging experimentation. And he said accreditors usually get it right.
  • Andrew Kelly, however, likes Lee’s idea. Kelly, who is director of the American Enterprise Institute’s Center on Higher Education Reform, said it would create a credible alternative to the existing accreditation system, which the bill would leave intact.
  • eliminating bureaucracy in higher education regulation is a top priority
  • “Accreditation could also be available to specialized programs, individual courses, apprenticeships, professional credentialing and even competency-based tests,”
  • “The gateway to education reform is education oversight reform,”
  • broad, bipartisan agreement that federal aid policies have not kept pace with new approaches to higher education.
  • expansion of competency-based education. And he said the federal rules governing financial aid make it hard for colleges to go big with those programs.
  • accreditors is that they favor the status quo, in part because they are membership organizations of academics that essentially practice self-regulation.
  • “The technology has reached the point where it really can improve learning,” he said, adding that “it can lower the costs.”
  • changes to the existing accreditation system that might make it easier for competency-based and other emerging forms of online education to spread.
  • offering competency-based degrees through a process called direct assessment, which is completely de-coupled from the credit-hour standard.
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