How can assessment literate practice support a Competency-Based Education model?
It takes skilled assessment practitioners to implement Competency-Based Education well. Teachers and students need just-in-time information for each individual student to know where they are in their learning, and where they are ready to grow. This calls for skilled use of performance assessment and of the formative assessment process, which includes such elements as self-assessment, peer assessment, and instructive teacher feedback. Educators also will need to think differently about grading student learning and advancing them along their learning pathway.
Researcher Kathrine Casey points to four assessment literacy capabilities educators need to be successful in C-BE environments:
- Design and/or use formative assessment as and for learning;
- Design and/or use reliable performance based and summative assessments;
- Utilize multiple measures (aligned to expanded definition of student success) to support continuous improvement and to
adjust instruction; and - Promote learner voice and choice in selecting forms of assessment and demonstration.
Resources
Moving Toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education (Casey, 2018)
Teacher Learning Progression: Assessment for Learning (2Revolutions)
Teacher Learning Progression: Performance Assessment (2Revolutions)
What do we mean by "competency-based education (C-BE)?"
Competency-Based Education (C-BE) is a form of personalized learning that supports all students in achieving deep understanding and application of high academic expectations and personal success goals. Education leaders from across the Michigan (and the nation) endorse these primary components as a working definition of Competency-Based Education:
- Students are empowered daily to make important decisions about their learning experiences, how they will create and apply knowledge, and how they will demonstrate their learning.
- Assessment is a meaningful, positive, and empowering learning experience for students that yields timely, relevant, and actionable evidence.
- Students receive timely, differentiated support based on their individual learning needs.
- Students progress based on evidence of mastery, not seat time.
- Students learn actively using different pathways and varied pacing.
- Strategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of schools and education systems.
- Rigorous, common expectations for learning (knowledge, skills, and dispositions) are explicit, transparent, measurable, and transferable.
Book Chat with Jay McTighe
In this MAC Book Chat, author Jay McTighe discusses his book, "Assessing Student Learning by Design: Principles and Practices for Teachers and School Leaders" (Teachers College Press, 2021). Jay also co-authored with Grant Wiggins the best-selling "Understanding by Design" published by ASCD.
CompetencyWorks/Aurora Institute
CompetencyWorks, at the Aurora Institute, is a knowledge-building hub and online resource providing information about K-12 competency-based education.
Designing Authentic Performance Tasks and Projects: Tools for Meaningful Learning and Assessment
Embedding Performance Assessment in Instruction
The recorded presentation with Ed Roeber, Assessment Director, MAC, and accompanying article Re-balancing Assessment by Hoffman, Goodwin and Kahl set the stage to create a set of prioritized standards and develop performance assessments to embed in ongoing instruction and highlight the benefits of collaboratively scoring student work
Grading and competency-based education
This ThinkPoint considers the principles of grading within competency-based education (CBE) models as a means through which teachers can establish the dual goal of securing success for all students (as evidenced in high grades) while also strictly aligning grades with achievement.
How do we design assessment systems for modern learning?
This Learning Point summarizes a framework for curriculum elements and assessment principles that address all the learning goals we have for modern learners/21st century learners.
How performance assessments strengthen the formative assessment process and help promote student-centered instruction
This Learning Point considers the mutually strengthening relationship between student-centered classrooms, the formative assessment process, and performance assessments.
Instructionally Embedded Modes of Assessment
This tool defines an IEA - which integrates instruction, learning and assessment into instructional sequences. Steps to implement IEA's in classroom use are recommended. A table of IEA's with hyperlinks to examples is provided for quick access and further learning
LM-Assessment capabilities needed for implementing competency-based education
In this Learning Moment video, author Jay McTighe answers the question, ""What assessment capabilities will be most helpful to educators who are implementing a competency-based education model?" October 7, 2021
LM-Jay McTighe: Key competencies needed for a student to be college and career ready- Mar. 4, 2020
In this Learning Moment video, author Jay McTighe answers the question, "What key competencies are needed for a student to be 'college and career ready?"-3.4.20.
LM-Jay McTighe: What are the benefits of “mapping the curriculum” in terms of desired performances?- Mar. 4, 2020
In this Learning Moment video, author Jay McTighe answers the question, "What are the benefits of "mapping the curriculum" in terms of desired performances rather than simply in terms of content to cover?"- 3.4.20.
LM-Margaret Heritage: Why do students need to be partners in the assessment process?
In this ALN Learning Moment video, Margaret Heritage answers the question, "Why do students need to be partners in the assessment process?"- 2.13.17.