Tag: grading and transcripts

Missteps in Implementing Competency Education: Introducing Grading Too Early

September 24, 2018 by

This is the first in a series on problems of practice. (Get started by reading the introduction.) We are interested in hearing from readers about other problems of practice they’ve seen or are struggling with in implementation.

1. Insisting on moving to a 1-4 grading scale too early. Many, many districts moved to adopt the 1-4 grading scale almost immediately. This decision initially draws public attention — but it ends up focused on grading not learning. And it fails to help people understand “why” schools need to change. Furthermore, early grading changes have continued to create problems because they are poorly implemented. (See the article about what needs to be in place before you introduce standards-based grading.) The result is that parents are raising concerns about standards-referenced grading as a form of communicating how their children are doing in school.

On top of poor implementation problems, although higher education has been supportive many scholarships across New England still ask for and require letter grades (and these are far too numerous to get at all of them), and the NCAA, while entirely supportive, requires A-F reporting. At the end of the day, it is a large draw down on a district or schools political capital to make this shift and only a small philosophical victory. FYI, in those states advancing comepetency education through state policies changes in grading are not required.

Getting Implementation Right: There are three lessons from higher quality competency-based schools across the country: (more…)

What’s Happening with Competency-Based Transcripts and Rethinking College Admissions in the United States

July 2, 2018 by

This post originally appeared at iNACOL on June 11, 2018.

What are competency-based transcripts, and why are they important?

The New England Secondary School Consortium (NESSC) explains the main issue: “For more than a century, American high school students have earned ‘credits’ for passing courses. When they accumulate enough credits, they receive a diploma. The problem with this approach is that credits do not always equal competency.”

Competency-based transcripts provide colleges and universities with comprehensive information on a high school student’s knowledge, skills and performance upon graduation. They communicate what a student knows and can do in the transition from secondary to postsecondary systems of education based on actual mastery and offer a comprehensive record of achievement in a competency-based learning model. (more…)

Rethinking the High School Credential

May 25, 2018 by

This post originally appeared at Getting Smart on May 4, 2018.

Most American youth don’t get what they need from high school. There are lots of reasons–some economic, some cultural, some educational. Two root problems are how we’ve defined the finish line (graduation requirements) and how we communicate success (transcript). (more…)

What’s New

May 11, 2018 by

Math, writing, and executive function! Learn about the search for new breakthroughs in The Gates Foundation and Chan Zuckerberg Initiative Want Your Ideas On The Future Of Education.

US Department of Education is highlighting personalized learning in the Education Innovation and Research grants.

Must Read: I’ve just read the following two papers and think they are must reads! We all need to know the research on learning sciences. Seriously, everyone in the education field, from a person designing a new application to the U.S. Secretary of Education, needs to dive into the learning sciences if they haven’t already. Two relatively recent papers are really helpful as they summarize the research across fields:

These aren’t simple papers, so I suggest engaging colleagues to read and discuss the sections of the papers that relate the most directly to you and your work. We need similar papers that summarize what we know about instruction in each of the content areas, as well.

What’s Happening in the States

Local media is a great way to get a sense of what is going on in a region. It’s a clue that grading has been introduced too early when there are letters to the editor in support of A-F grading. (more…)

Mastery Credits? Mastery Transcript?

May 7, 2018 by

Image from the MTC website.

I had the opportunity to participate in a fascinating conversation as a member of the advisory council to Mastery Transcript Consortium (MTC) a few weeks ago. Lots of people I’ve never met. Lots of ideas that got me thinking. Here’s a bit of background about MTC, as we should all follow and support what they are doing, followed by some of my take-aways.

Background on the Mastery Transcript Consortium (more…)

AASA Explores Competency-Based Education Grading

March 6, 2018 by

The focus of the February AASA Administrator is on what they refer to on the cover as “performance-based grading” with articles on secondary school grading, standards-based grading and college admissions, and an overview of Lindsay Unified’s change process (a short piece for those who don’t have time to read the book Beyond Reform). Each article is worth reading, and the piece on standards-based grading and college admissions will certainly be helpful for engaging parents who are worried. See article at CompetencyWorks on Grades, College Admissions, and Competency-Based Education 

However, I’m very troubled by trying to package the changes to personalized, competency-based systems under changes in grading. It’s simply not a good idea to try to shrink a system-wide change down into a change in grading. As I’ve argued before, we need to make the changes to grading after the “why” has been clarified, the communities have been engaged, and the infrastructure is put into place to support the grading changes. (See part 1 on the different grading strategies and part 2 on what needs to be in place for standards-based grading.) Just moving from A-F to 1-4 is only going to get you into trouble.

What are the principles guiding your grading system? It makes sense to me that districts establish guiding principles and then build the grading system around them. In the article by Matt Townsley from Solon High School in Iowa, the three principles guiding their grading system are: (more…)

Grades, College Admission, and Competency-Based Education

March 2, 2018 by

There’s a great quick read in the February AASA School Administrator on standards-based grading and the college admissions process. Four university college admissions staff were interviewed in Getting a Fair Shot about their thoughts about standards-based grading.

Here are some of my big (and small) takeaways: (more…)

What’s New in K-12 Competency-Based Education?

January 22, 2018 by

What's new! star graphicA Must Read: Check out this article by Beth Rabbitt on Personalized Learning called Analysis: Teaching, Technology, Transformation — 5 Ways to Talk (and Think) About Personalized Learning

New Resources

(more…)

The Single-Point Mastery Rubric

January 19, 2018 by

Behold the single-point rubric, my favorite tool discovery of 2017. The resource below is my adaptation of a resource posted at www.cultofpedagogy.com—tweaked for competency-based/mastery-based use.

This streamlined, elegant rubric serves many useful functions. Check out its simplicity and its easy adaptability to one or more outcomes in a single tool. Use it for focused grading, coaching, self-reflection, peer feedback, student-led conferences—the list could go on. And one of its main values is how it solves for several common pitfalls of rubrics along the way. (more…)

What’s New in K-12 Competency-Based Education?

December 27, 2017 by

What's new! star graphicThe Case for Personalized Learning

  • This article explains how the traditional K-12 education system is perfectly designed for no one.
  • This Hechinger Report article looks at three different school districts and their unique paths towards personalized learning.

Micro-Credentials and Professional Learning

  • EdSurge provided three ways to bridge the gap between educators and learning sciences.
  • This article shows how micro-credentials are transforming professional learning.
  • Digital Promise released a new report, Continuing the Educator Micro-credential Movement, which explores the current K-12 micro-credential landscape to uncover insights and opportunities to help grow the effectiveness of micro-credentials in supporting educator and student learning.

Student Agency

Competency-Based Physical Education

  • This article looks at how a physical education class works in a competency-based system.
  • Teacher Brian Kampper explains how personalized learning is breaking the “gym class” stereotype.

Teachers in CBE Systems

(more…)

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