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Meghan Cureton

NAIS - A Standards-Based Assessment Model Can Help Build More Diverse and Equitable Com... - 0 views

  • For students to take critical feedback constructively, they have to believe that it is possible for them to improve.
  • school’s assessment and feedback philosophy can encourage a sense of belonging as well as promote a culture that embraces all students as capable of growing and improving as thinkers, learners, and doers. To build on the authentic social justice work being done in our schools and to make real progress in our efforts to create inclusive and equitable communities, we must adopt and employ assessment practices that support this work.
  • The Intersection of SBA and Cultural Responsiveness
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  • Hammond argues that teachers are culturally responsive when we help students to be “active participants in tracking their own growth.”
  • Provide actionable feedback
  • Hope is a critical ingredient for positive relationships needed for culturally responsive teaching. SBA, with clearly communicated goals, actionable feedback, and opportunities for reassessment, helps teachers to be “merchants of hope in their role as allies in the learning partnership.”
  • We have chosen efficiency over efficacy; the education system decided to assess what is easy, not what matters. If we want our learners to have the intra- and interpersonal skills to navigate, negotiate, and solve relevant and pressing problems, we must teach, assess, and report on these skills.
  • Educators have the power to immediately change the way they assess to support a culturally responsive model.
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).
Bo Adams

CCR-whitepaper-cover_skills - 0 views

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    Skills for the 21st C What Should Students Learn
Bo Adams

What IS the difference between competencies and standards? | reDesign - 2 views

  • Competencies, on the other hand, tend to emphasize the application of skills, knowledge and dispositions rather than content knowledge.
  • Competency-based models approach content as the backdrop, while putting essential skills and dispositions front and center. In this way, content serves as the context for practicing and demonstrating “transferable” competencies that can be applied in different contexts.
  • In competency-based models, the entire system must change. Students advance upon mastery  when they are ready, not when an arbitrary academic calendar suggests that they should be.
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  • Optimally, competencies are broad enough that student pathways and demonstrations of proficiency can be vastly different, organized to encourage and nurture student passions and questions.
  • Competencies sit above standards in terms of grain size.
  • competencies tend to encompass an interrelated set of skills, knowledge, aptitudes, and/or capacities.
  • competencies are often constructed as groupings of related skills or attributes that are purposefully designed to be explicit, measurable, transferable, and empowering to students
  • Competencies define skills that are practiced and developed continuously. They are not “one and done,” like many standards, which are course-based and attached to specific grade levels or bands.
  • in truly competency-based systems, PLDs are not attached to specific grade levels
  • we believe strongly that we must guard against tying PLDs to age-based grades or cohorts.
  • PLDs are guideposts to mastery
  • When learning outcomes are defined in terms of the application of skills or the synthesis and creation of new knowledge, we’re then talking about a much more sophisticated assessment type
  • competence is about successful application of skills and knowledge to achieve a particular purpose, not simply to show basic levels of understanding
  • In a true competency-based system, students can’t fail. Instead, students receive concrete and specific feedback on their work, and are provided with opportunities for additional practice and support in order to develop and demonstrate growth in their competencies.
  • Mastery-based grading and promotion policies are radically different in competency-based systems because promotion is based on mastery of specific skills, not on completion of courses made up of arbitrary and highly varied bundles of content, skills, and concepts.
  • As competency-based education gains ground in formal K-12 schooling, there is a very real chance that the movement could lose the “spirit” of its intent and become yet another, albeit more refined, form of standards-based learning
  • In competency-based models, performance level descriptors (PLDs) clarify the developmental journey from novice-to-expert or to "mastery."
Bo Adams

How Good Is Good Enough? - Educational Leadership - 0 views

  • Mastery is effective transfer of learning in authentic and worthy performance. Students have mastered a subject when they are fluent, even creative, in using their knowledge, skills, and understanding in key performance challenges and contexts at the heart of that subject, as measured against valid and high standards
  • Wooden described his overall method like this: "I tried to teach according to the whole–part method. I would show them the whole thing to begin with. Then I'm going to break it down into the parts and work on the individual parts and then eventually bring them together"
  • The constant process of bringing the parts back together in complex performance is what's routinely missing from many so-called mastery learning programs.
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  • Regardless of what particular solution we come up with for linking local grades to wider-world standards, this must be our motto: No surprises; complete transparency as to where the student stands in terms of performance.
  • This is the crux of the matter: how to set school-level standards (and give grades, scores, or judgments in relation to them) in terms of valid external standards. If local tests are less rigorous than state and national tests, and if teachers' scoring and grading of student work reflect only local norms and not wider-world standards, then the school is not standards-based.
Jim Tiffin Jr

Mastery Transcript Consortium - 0 views

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    "The Mastery Transcript Consortium (MTC) is a collective of high schools organized around the development and dissemination of an alternative model of assessment, crediting and transcript generation. The MTC hopes to change the relationship between preparation for college and college admissions for the betterment of students."
Jim Tiffin Jr

A Plan to Kill High School Transcripts … and Transform College Admissions - 0 views

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    Top private high schools start campaign to kill traditional transcripts and change college admissions
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