Tag: assessment

What Does it REALLY Mean to Do Standards-Based Grading? (Part 1)

June 27, 2016 by

2016-04-13 11.11.40I read a lot of clips about how districts are advancing competency education around the country, and it always seems to me that when there are any negative reactions they are in response to new grading practices, usually referred to as standards-based grading. It strikes me that negative reactions pop up when districts either use grading as an entry point (which puts all the focus on the grading and not on why competency education is valuable) or they’ve put some of the pieces of standards-based grading in place but not the entire framework necessary to make it more trustworthy than traditional grading.

How does a district implement high quality standards-based grading, and when is the right time? I’ll do the best I can to synthesize what I’ve been learning from districts, but please do not hesitate to disagree or add more nuance to these thoughts.

Before I dive deep, allow me to once more review the three types of grading systems using standards (at least that I know about): standards-referenced, standards-based, and an emerging concept of competency-based.

What is the difference between standards-referenced and standards-based grading?

In his book, Formative Assessment & Standards-Based Grading, Robert J. Marzano explains the difference. “In a standards-based system, a student does not move to the next level until he or she can demonstrate competence at the current level. In a standards-referenced system, a student’s status is reported (or referenced) relative to the performance standard for each area of knowledge and skill on the report card; however, even if the student does not meet the performance standard for each topic, he or she moves to the next level. Thus, the vast majority of schools and districts that claim to have standards-based systems in fact have standards-referenced systems.”

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What’s New in K-12 Competency Education?

June 7, 2016 by

What's NewTeacher and Ed Leader Insights

Thought Leadership

Assessments for Learning

Movement in the States

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PASA Forges Ahead with Competency-Based Expanded Learning Opportunities

May 24, 2016 by
PASA

Photo from the Providence After School Alliance (PASA) Website

“It’s hard to design a competency-based afterschool program when none of us have had any experience in our own lives of learning through a competency-based approach.”

So started the conversation with Alex Molina, Brittany Sandbergen, and Ann Durham of the Providence After School Alliance (PASA).

“We have an idea of how afterschool and expanded learning programming can be better aligned with student interests and their schooling through competencies, but we aren’t there yet,” explained Deputy Director Molina. “Competency-based learning can help clarify how students move from point A to point B in an afterschool experience. It can help improve the learning experience to be very clear about what we want students to be able to learn and also become a way of providing feedback to them. The one thing that is clear is that it starts by changing the way adults think about learning.”

How Expanded Learning Opportunities are Constructed

PASA has created very dynamic afterschool programming with the AfterZone (middle school) and the Hub (high school). The Hub organizes Expanded Learning Opportunities (ELO) that provide high school credit (.5 of an elective credit) to students for learning they do outside of the school day. Some samples of ELOs include mechanical fabrication, Android app design and development, Model UN, and environmental science.

While the AfterZone is designed for younger students to explore and try out lots of different experiences, the Hub was created for more in-depth experiences for high school students. It is organized to provide a central system for young people to access learning opportunities not currently available within their schools or to learn about content within applied, real-world experiences. The Hub’s ELOs provide a wide range of experiences, including: Young Voices (leadership development); Chrysalis-App Design (computer science for young women); Improv (acting and storytelling); Rocketry (engineering flying machines and then teaching middle students to do it); iPhone App and Game Design; Model UN; Art+Design Lab in partnership with RI School of Design Museum; and Take CoMMAnd (martial arts). (more…)

New Haven Academy: Pedagogy Comes First

May 16, 2016 by

new haven academyThis is part of a series on mastery-based learning in Connecticut. See posts on New Haven Public Schools,Windsor Locks Public Schools, Naugatuck Public SchoolsSuperintendents Leading the Way in Connecticut, and New Haven Academy. Connecticut uses the term mastery-based learning, so that will be used instead of competency education within the series.

There is no mistaking New Haven Academy’s pedagogy and vision – it hangs from colorful banners above the school: Think Critically. Be Responsible. Get Involved. There is also loving attention to the social-emotional needs of students exemplified by the bulletin board in the main office:

Just remember it’s tough to enjoy life when you don’t like yourself. When you learn to succeed at being yourself, you’ll be well on your way to enjoying life more fully.

Don’t let the way another person treats you determine your worth.

Find something you like to do that you do well, and do it over and over.

Co-founders Greg Baldwin (principal) and Meredith Gavrin (program director) have an interesting story about how they came to the world of mastery-based learning. It’s a story shaped by how they operationalized the pedagogy at the center of the school and eventually came to the point where they had to make a full conversion to mastery-based learning, as grading and traditional practices of how students advance were just too out of sync with the rest of the school to ignore.

The good news – among the juniors who were the first class to use mastery-based grading, there is an increasing number of them achieving mastery in their courses. (more…)

What’s New in K-12 Competency Education?

May 10, 2016 by

What's NewJOB OPENING: Henry County Schools is currently accepting applications for an open Assistant Superintendent position. Learn more about the job opening and read our recent case study on Henry County Schools.

Thought Leadership

School and Program Updates

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Meeting Students Where They Are: Academic Domains (Part 2)

May 5, 2016 by

Part 1 on this topicArrows focuses on accountability policies. This post looks at instructional strategies to meet students where they are.

Do Academic Domains Make a Difference in Strategies to Meet Students Where They Are?

Teachers have to make hundreds of instructional decisions each day. Based on conversations with practitioners, we have found that it is worth starting the discussion with how to best meet the needs of students who have gaps in skills within each discipline. We’ve been focusing the initial inquiry on math, ELA, and social sciences, but it would be just as important to consider this issue within the sciences, arts, health/physical education, and CTE as well.

Below are some of the insights from educators about how to meet students where they are without falling back into tracking or marching through the standards in a linear manner. Each of the strategies raised by educators to respond to students whose skills are at performance levels below their grade level take more time and more instruction. In a world where learning is monitored over a semester, some might call this students taking longer or learning at a slower pace. That is not the situation at all; if they need to loop back or do close reading, they are actually doing more learning. In fact, the rate of their learning measured by performance levels will likely be at a faster rate than those students with grade level skills. (more…)

Meeting Students Where They Are: Accountability Paradox (Part 1)

by

ArrowsPart 2 on this topic focuses on instructional strategies to meet students where they are. This post looks at accountability policies.

Across the country, educators are courageously recognizing that the only way they can help all students meet college and career readiness is to move beyond the traditional time-based system to create personalized, competency-based systems. Personalizing education starts with recognizing that every student has a unique educational pathway, entering school at different academic performance levels, at a different steps in their development, and with ever-changing interests and understandings of the world around them.

Yet many competency-based schools are continuing to teach students at their grade level with one-size fits all curricula because they feel it is only fair to “cover the standards” before students take exams for accountability purposes. Many educators have said that they would like to be able deliver instruction where students are but feel that they must “cover the standards.” Standards of course are a good thing. They bring an intentionality to instruction and clarity to assessment that our education system was lacking. Yet, covering them without also ensuring students are mastering them leaves us with the same problem of the traditional system — some students learn while others are left behind.

CompetencyWorks is delving into the issue of what it would take to meet students where they are so we can better meet the needs of students including those whose performance level is below grade level. In this two part-series, I’ll share some of the take-aways from conversations with educators and thought leaders. As always, I’m trying to understand so retain the right to learn more and change my mind.

Empowering Teachers

Every day teachers face the challenge of trying to teach students the grade level curriculum even though they know their students do not have the pre-requisite skills. The practice of always providing grade level curriculum means that some students with gaps in foundational knowledge go to school every day feeling stupid, some are bored because they aren’t allowed to move on to more challenging work, and teachers must carry the burden of knowing they aren’t meeting students’ needs.

Curriculum coordinator Patrice Glancey describes her district’s first steps of the transition to competency-based education. She empowered teachers to develop the instructional strategies and curriculum resources based on their professional judgment would be the most effective for students. The first grade teachers rejected the idea of an assigned reading program to try a more personalized approach. (more…)

What’s New in K-12 Competency Education?

April 12, 2016 by

What's NewUpcoming Event: On April 20, CompetencyWorks is hosting an introductory webinar on competency educationRegister here to attend the webinar and learn how we define competency education, explore how schools are implementing competency education, and discuss why educators and communities want to convert to a competency-based structure.

Competency Education News

Ed Policy Advancing CBE

Thought Leadership

Resources

CAPSS released a report identifying the steps to enable school districts to transform Connecticut public education around personalized learning. It identifies policy barriers, provides suggestions on removing those barriers, and provides incentives to encourage districts to implement personalized learning. CAPSS Executive Director Joseph J. Cirasuolo describes why we should be teaching according to the ways students learn in this article.

American Institutes for Research released its most recent publication in a series of reports on deeper learning. Findings in the series include that students in “deeper learning” schools:

  • Reported higher levels of academic engagement, motivation to learn, collaboration skills, and self-efficacy
  • Attained higher scores on both the state achievement exams and PISA.
  • Had higher rates of on-time graduation from high school, exceeding the comparison students by 9 percentage points
  • Were more likely to enroll in four-year postsecondary institutions and selective institutions

However, the new report finds that among the nine school pairs that provided information about eligibility for free or reduced-price lunch (FRPL), the effect of attending a network high school on on-time graduation was weaker for students who were eligible for FRPL than for students who were not eligible for FRPL.

Follow us on twitter (@CompetencyWorks) and sign up for our monthly newsletter for more information and updates in K-12 competency education.

 

What’s New in K-12 Competency Education?

February 29, 2016 by

Screen Shot 2014-08-30 at 7.22.41 AMOn April 20, CompetencyWorks is hosting an introductory webinar on competency education. Register here to attend the webinar and learn how we define competency education, explore how schools are implementing competency education, and discuss why educators and communities want to convert to a competency-based structure.

Employment Opportunity: The Innovation School (Salem, MA), a Horace Mann charter modeled after Boston Day and Evening Academy, is searching for a principal. Click here and look for the job posting in Salem.

Event: The First World Summit on Competency-Based Education will be held on August 27-28, 2016 in Barcelona, Spain, as a pre-conference activity. For more information about competency education systems around the world, check out An International Study in Competency Education: Postcards from Abroad.

Thought Leadership

  • School leaders and experts predict ESSA and school demands for personalized learning will dramatically alter K-12 education in the years to come.
  • Todd Rose, a high school drop-out turned faculty member at the Harvard Graduate School of Education, discusses his latest book, The End of Average: How We Succeed in a World that Values Sameness, with NPR.
  • Jim Dillon, an educator for over 35 years, reflects on student agency and how to spark empowerment in the classroom.

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When Grading Harms Student Learning

February 23, 2016 by

GradesThis post originally appeared at Edutopia on November 23, 2015.

There are so many forces at work that make educators grade, and grade frequently. For sports eligibility, coaches constantly look at grades to see if a student is at an academic level that will allow him or her to play. Colleges review transcripts to examine what type of courses students took and their corresponding grades. Teachers must follow policy that demands them to enter a certain amount of grades every week, month, or marking period. There’s no stopping it. However, we need to reflect upon policies and practices like this – and possibly consider regulating them. Is grading the focus, or is learning the focus? Yes, grades should and can reflect student learning, but often they can get in the way and actually harm student learning.

The Dreaded Zero

I used to give out zeros in the hopes that it would force students to do work and learn. This was a terrible idea! I’m so happy that I received the professional development and resources to challenge my thinking on how I was graded as a student. Myron Dueck notes that students need to care about consequences, and many students simply don’t care about zeros. In fact, some of them will say, “Fine, I’ll take the zero,” which totally defeats the intended purpose and in fact destroys any leverage that I have to help students learn. Zeros do not reflect student learning. They reflect compliance. Instead of zeros, we should enter incompletes, and use these moments to correct behavioral errors and mistakes. Often, one zero can mathematically destroy a student’s grade and pollute an overall metric that should reflect student learning. Here, grading is getting in the way of truly helping a student, as well as showing what that student really knows.

Points Off for Late Work

I’m guilty of this one as well. Similar to using zeros, when students didn’t turn in work on time, I threated them with a deduction in points. Not only didn’t this correct the behavior, but it also meant that behavioral issues were clouding the overall grade report. Instead of reflecting that students had learned, the grade served as an inaccurate reflection of the learning goal. Well, I certainly learned from this experience, and instead began using late work as a time to actually address the behavioral issue of turning in late work. It was a teachable moment. I had students reflect on what got in the way, apply their problem-solving skills to these issues, and set new goals. Students should learn the responsibility of turning in work on time, but not at the cost of a grade that doesn’t actually represent learning. (more…)

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