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

www.redesignu.org/een-competencies-and-standards
shared by T.J. Edwards on 23 Jul 18 - No Cached
  • 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.
  • ...15 more annotations...
  • 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."
  • Quite differently, competency-based models reach back centuries, with early apprenticeship learning that created pathways for mastery and gainful employment. Think: Medieval craft guilds, masonry, baking, carpentry, shoemaking.
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Mastery Credits? Mastery Transcript? « Competency Works - 0 views

www.competencyworks.org/...ery-credits-mastery-transcript
shared by Meghan Cureton on 04 Jul 18 - No Cached
  • the reductionist approach that wraps a student into one number – the GPA – is deeply problematic
  • MTC wants to create a system of credits and transcripts that represents the whole child, or whole teenager in the case of high schools
  • Credentials needs to have systems in place to provide confidence that they really do represent demonstrated knowledge and skills.
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  • they are drawing on the ideas of digital badging so that anyone can see the skill and who credentialed, and then look at an artifact to quickly assess if the level of performance is indeed what the college or employer is seeking.
  • There is actually a fourth principle: do not indicate how much time it takes someone to fulfill that credit.
  • structure the transcript around knowledge, skills, and dispositions. Credits, based on demonstrated mastery, are the building blocks for communicating how students are progressing toward the graduation competencies.
  • Perhaps they advance beyond grade level in some or all of the academic domains. Some schools have jettisoned honors courses and established the score of 4 to indicate honors level work.
  • Students need to have intrinsic motivation and value themselves for who they are and not their GPA. We want to develop students with a sense of purpose and excitement for creating their future.
  • What Happens When We Remove the Word Prepare?
  • Don’t Worry about College Admissions! He said that college admissions officers can figure out how to make the decisions they need to make. What is important is…that we do what is best for students and for helping them learn.
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Mastery Transcript Consortium - 0 views

www.mastery.org MTC Mastery Transcript Consortium transcripts admissions education reform college admissions #LiquidNetworkSpill assessment idiploma
shared by Jim Tiffin Jr on 14 May 17 - No Cached
  • Jim Tiffin Jr on 14 May 17
     
    "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."
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Position and Power of Students in a Mastery-based System - Springpoint - 0 views

www.springpointschools.org/...-students-mastery-based-system assessment CBE
shared by Nicole Martin on 30 Aug 18 - No Cached
  • 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
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How Good Is Good Enough? - Educational Leadership - 0 views

www.ascd.org/...Good-Is-Good-Enough%C2%A2.aspx mastery assessment learning MTC #mustread
shared by Bo Adams on 18 Jun 18 - No Cached
  • 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.
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Assessment, Choice, and the Learning Brain | Edutopia - 0 views

www.edutopia.org/...d-learning-brain-glenn-whitman assessment brain learning #mvifishares
shared by Meghan Cureton on 14 Dec 16 - No Cached
  • If you really want to see how innovative a school is, inquire about its thinking and practices regarding assessment.
  • students who develop mastery goals are motivated by the actual learning experiences. Their rewards arise from the challenges of acquiring and applying new knowledge and skills.
  • students who are motivated by mastery goals are more likely to persevere in the face of such challenges. Difficult tasks or setbacks do not diminish their motivation or self-esteem
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  • Timely feedback has been shown to deepen one's memory for the material assessed
  • Finally, studies suggest that marking answers right or wrong (as in multiple choice tests) has little effect on learning. However, providing the correct response only after a student has spent time "struggling" to find the correct answer significantly increases retention of the material
  • having students reconstruct what they know through alternative assessments leads to deeper understanding and consolidates learning in more powerful ways than traditional testing
  • While students manage to keep enough dates, facts, and formulas in their head to pass the test, this knowledge never made it to long-term declarative memory, it was never truly learned at all (only memorized in the short term).
  • Meghan Cureton on 14 Dec 16
     
    Great read as we are in the throes of final exams...
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When Everyone Is Doing Design Thinking, Is It Still a Competitive Advantage? - 1 views

hbr.org/...-still-a-competitive-advantage leadership designthinking #mvifishares
shared by T.J. Edwards on 02 Mar 17 - No Cached
  • Design thinking has come a long way since I wrote about it here in 2008. The most valuable company in the world places design at the center of everything it does. Designers are on the founding team of countless disruptive startups. Domains such as healthcare, education, and government have begun to prototype, iterate, and build more nimbly with a human-centered focus. Now that design thinking is everywhere, it’s tempting to simply declare it dead—to ordain something new in its place. It’s a methodology always in pursuit of unforeseen innovation, so reinventing itself might seem like the smart way forward. But in practice, design thinking is a set of tools that can grow old with us.
  • And I’d argue that in order to create sustained competitive advantage, businesses must be not just practitioners, but masters of the art.
  • Umpqua
    • T.J. Edwards
      T.J. Edwards on 02 Mar 17
       
      A favorite DT story. It is a central chapter in Glimmer by Warren Berger.
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  • UK’s Design Policy Unit
    • T.J. Edwards
      T.J. Edwards on 02 Mar 17
       
      This is an incredible document. UK's comprehensive Tech+Design curriculum work has been a favorite of mine to follow. This doc, though, shows a larger scale transformation using design. Worth considering for MVx
  • Company evangelists handed out Moleskines with tips on “how to be better-makers,” and an internal tool (built on IDEO’s OI Engine) helps teams master design thinking through open-platform challenges.
  • Design thinking even shows up in the questions asked during reviews, when employees are evaluated on how successfully they’re building its principles into everyday work.
  • Getting to that kind of mastery is our challenge for the next decade. How might organizations build deep design thinking skills and creative leadership at all levels?
  • host of resources
    • T.J. Edwards
      T.J. Edwards on 02 Mar 17
       
      Can MVIFI be added to this list? A void/need to be filled?
  • That’s not an inborn ability, it’s a skill—OK, a mastery—learned over many years of doing
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The Case For Competency-Based Education | Getting Smart - 0 views

www.gettingsmart.com/...for-competency-based-education competency CompetencyBased CBE mastery mtc assessment transformation School Change
shared by Meghan Cureton on 02 Nov 18 - No Cached
  • 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).
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This Neuroscientist Wants to Know Your Brain On Art-and How It Improves Learning | EdSu... - 0 views

www.edsurge.com/...t-and-how-it-improves-learning brain neuroscience
shared by Nicole Martin on 16 May 19 - No Cached
  • teach for mastery? And mastery means memory
  • toxic stress
  • one of the most important protective factors for kids is a relationship with a caring adult in a school building.
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  • So how can the arts help to reinforce content, and then how can it help to teach it in the first place? And so we started embedding the arts into every Brain-Targeted Teaching learning unit.
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Redmond High School's Build-It-Yourself Education - The Atlantic - 0 views

www.theatlantic.com/...396548 School Change schoolreform
shared by T.J. Edwards on 28 Oct 15 - No Cached
  • Bullock and his kitchen-table colleagues wanted to build a program that was loose enough to encourage each student to work in their own way to best suit their own learning. This means that students have great liberty to choose the classes they want, even to show up at class or not, to find a groove of learning they’re comfortable with, and to have their success be measured in terms of proficiency or mastery for the content and skills.
  • weekly podcasts
  • not attending class can have consequences.
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  • There are also safety nets built into the system, including January and June terms, which offer a chance to make up uncompleted work, but also offer the opportunity to pursue some of the many electives the school offers. These range from wilderness preparedness and “remote first aid,” to the science of breadmaking.
  • Teachers at RPA have a tremendous amount of flexibility to design their courses. For example, an ex-policeman teaches history through the lens of his passion, which is the evolution of mobs and gangs in the U.S.; his class is called “mobology.”
  • I commented that this kind of teaching sounded like it involved more individual attention than could be done in traditional public schools. He replied, with a small chuckle, if it would be possible to say it took about 10,000 percent more individual attention.
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Learning's Not a River - Dan Cristiani - Medium - 0 views

medium.com/...nings-not-a-river-bdee6ac1c7da learning curriculum coursework CBE mastery
shared by Meghan Cureton on 28 Dec 18 - No Cached
  • 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.
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