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.
Competency based learning key characteristic: Outcomes-based - Blackboard Blog - 0 views
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Achieve short-term and long-term academic performance improvements focused on outcomes rather than inputs
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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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HFLI Rubric - 1 views
Do historians miss the ideals of assessment, as some have suggested? - 1 views
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Grading Smarter, Not Harder
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Their recent finding that many students don’t learn critical thinking in undergraduate history courses -- a challenge to history’s sales pitch that its graduates are finely tuned critical thinkers.
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A panel of professors here urged a sizable crowd of colleagues to embrace not just grades but formative, ongoing assessment to gauge student learning or lack thereof in real(er) time.
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Want to Assess Noncognitive Competencies? Examine Student Work | GOA - 1 views
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we should deeply examine student work, and this must include robust student self-assessment.
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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.
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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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NAIS - One School's Approach to Equitable Grading - 1 views
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a student’s grade could be more reflective of the teacher’s approach to grading than the student’s academic performance.
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because many of the teachers’ grading practices rewarded or punished students for every assignment, activity, and behavior in the classroom, students often were less willing to take risks and make mistakes, and cared less about learning
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But Previna didn’t blame the teachers. After all, none of them—herself included—had ever received any training or support with how to grade
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The Case Against Grades (##) - Alfie Kohn - 2 views
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Collecting information doesn’t require tests, and sharing that information doesn’t require grades. In fact, students would be a lot better off without either of these relics from a less enlightened age.
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As I’ve reported elsewhere (Kohn, 1999a, 1999b, 1999c), when students from elementary school to college who are led to focus on grades are compared with those who aren’t, the results support three robust conclusions:
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Grades tend to diminish students’ interest in whatever they’re learning.
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