In 2016, I was invited as an Eisenhower Fellow to the 2016 Colloquium on Competency-Based Learning and Assessment (CBLA) in New Zealand. This Colloquium explored competency-based learning and assessment systems and their impact on equity. Attendees built consensus and exchanged ideas on global education systems transformation and educational innovation for equity.
In part one of this series, I highlighted New Zealand’s educational research underpinnings, their move toward equity, how their cultural roots play a role and how a standards-based system is probably best suited to assessment for learning in real time.
Here are other takeaways from various leading New Zealand experts and thought leaders in CBLA and teacher judgment.
(K)new Approaches to Teaching and Learning
- Mastery is levels of competency demonstrated over time.
- Teaching and learning focus:
- Whanaungatanga (attaining and maintaining relationships) as a concept is a customary Māori practice enabling kin to strengthen relationships and ties between one another and entrench responsibilities as whānau (family). This is about building relationships for teaching and learning.
- Ako – learner agency in teaching and learning practices;
- Aro – reflective practices (including assessment, reflection and review).
- Recognizing cultural differences in approaches to philosophy and backgrounds is important.
- Activities for reflection include formative assessment and capturing evidence in an authentic way.
- When we think about setting standards, we think about this is in a Māori.
- Progressions and proficiency have evidence and judgment statements with the standards-setting bodies related to qualifications.