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Meghan Cureton

Learning's Not a River - Dan Cristiani - Medium - 0 views

  • the word ‘course’ is related to the running of a river
  • Its hallmarks include rapidity, unidirectionality, linearity, and dependency.
  • when a student takes a course, she is being led at pace down a narrow path in one direction.
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  • The overwhelming bulk of our personal growth happens in open environments, without constraints or schedules, and often without guidance.
  • Scholarly research on implicit learning and anecdotal studies of self-taught experts (musicians, chefs, athletes, and more) speak to the power of unstructured study.
  • In truth, courses are not how we organize learning; they are how we organize assessment.
  • what are the alternatives?
  • Perhaps schools would do well to offer up learning experiences rather than formalized courses in all grades
  • Schools can honor learning opportunities that exist outside of traditional coursework.
  • Schools can look for ways to decouple reporting on student performance from arbitrary time frames.
  • how can we create space for students who need more time to consolidate their learning, to master a curriculum or set of skills?
  • Administration and faculty should be willing to acknowledge that courses offer venues for intellectual and personal growth but do not have a monopoly on it.
Meghan Cureton

The Case For Competency-Based Education | Getting Smart - 0 views

  • transformed schools that feature tasks and projects that challenge young people in authentic ways to build design, collaboration, and communication skills that prepare young people for navigating new and complex situations.
  • Quality preparation. Much of the corporate training world has shifted from participation to demonstrated skills in order to improve job readiness.
  • Equity. If gap-closing equity is a stated goal, then structures, schedules, and supports can be aimed at struggling learners that need more time and assistance to accelerate their learning 
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  • Learning science. As Harvard’s Todd Rose notes, there is no average; each of us has a “jagged profile.” He and others argue that we should address the individual needs of learners.
  • Agency
  • The extent to which a student owns their own learning, often called agency, is key
  • innovation is required in five dimensions: More innovative learning models and networks, particularly for high schools (XQ, NewSchools, and NGLC grantees are a good start); Competency-based learning platforms, gradebooks, badge and portfolio systems; Quality guidance systems that ensure equity and access. Mastery-based transcripts that allow students to more fully share their capabilities with postsecondary institutions and employers; State policy that advances a relevant graduate profile, makes room for innovation pilots, and articulates a quality outcome framework (see the CompetencyWorks report Fit for Purpose).
Meghan Cureton

Want to Assess Noncognitive Competencies? Examine Student Work | GOA - 0 views

  • we should deeply examine student work, and this must include robust student self-assessment.
  • Unfortunately, many transcripts or report cards simply give course titles and grades. We should have transcripts and final reporting mechanisms that show the whole child, beyond their grades and their work in typical cognitive domains.
  • Using noncognitive competencies as assessment tools in courses and student projects is often something that teachers don’t have much expertise in. Many teachers have been hired for their content expertise and they are much more invested in, and/or have been trained in, the assessment and reporting of cognitive competencies.
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  • Ensure competencies are written in student-friendly language.Use single point rubrics.Encourage student reflection about their own work.Explore school models which encourage public exhibitions of student work and deep examination of student work, with students heavily involved and perhaps leading the assessment process.
Nicole Martin

Position and Power of Students in a Mastery-based System - Springpoint - 0 views

  • mastery-based system helps students know where they are on their journey toward graduation
  • formative approach
  • students are true partners in their own education, empowered to engage their learning facilitators in conversations about their learning targets and individual goals
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  • assessment practices that emphasize continual growth and development of skills
  • opportunities for student voice
  • I knew I was succeeding as an educator when students were assessing their own mastery of competencies and providing insightful evidence from their own work to guide our discussion
T.J. Edwards

Competency based learning key characteristic: Outcomes-based - Blackboard Blog - 0 views

  • The old concepts of quizzes, mid-term exams and final exams change from methods of judgment to an assessment system designed to help learners construct knowledge through a learn-practice-assess pathway.
  • Achieve short-term and long-term academic performance improvements focused on outcomes rather than inputs
  • Student learning outcomes are generally at the same level of granularity as competencies, and sometimes the terms are used interchangeably. A competency is a specific skill, knowledge, or ability that is both observable and measurable
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  • Institutional outcomes
  • Program outcomes
  • Student learning outcomes
  • For example, a team project that requires analyzing the business impacts of population shifts demonstrates realistic problem solving, and the assessment could even be embedded in a work context. This type of assessment requires more thorough demonstration of competencies than an objective assessment, which is typically delivered as a test with pre-determined right and wrong answers. Authentic assessment also provides learner-centric benefits such as collaboration with peers and genuinely valuable evidence of learning that can be used in a professional profile.
  • For example, an assessment could be aligned to competencies, occupational skills, program outcomes, and accreditation standards. The same assessment can award a badge for mastery achievement, show students the occupational skills they’ve demonstrated, and also roll up into evidence collection for accreditation and program improvement purposes
  • can optionally be shown to students
  • Consistent use of rubrics enables learner choice, since learners could be working on different assessments to master the same competencies
  • And when competency based education programs differentiate instructional roles, such that faculty subject matter experts might not be evaluating assessments, specialized assessors can all apply the same definitions of competencies by using the same rubrics.
T.J. Edwards

35 Competency-Based Education Advocacy & Research Organizations - 0 views

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    Don't reinvent the CBE wheel. Resources from key researchers. ht @bdroke
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