{"id":15639,"date":"2022-09-09T04:15:35","date_gmt":"2022-09-09T08:15:35","guid":{"rendered":"https:\/\/aurora-institute.org\/?post_type=cw_post&p=15639"},"modified":"2023-03-03T08:41:38","modified_gmt":"2023-03-03T13:41:38","slug":"cbe-starter-pack-2-meaningful-assessment","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-2-meaningful-assessment\/","title":{"rendered":"CBE Starter Pack 2: Meaningful Assessment"},"content":{"rendered":"

When educators begin to explore competency-based education (CBE), the <\/span><\/i>CompetencyWorks Initiative<\/span><\/i><\/a> is a key place to find information and ideas. It can be overwhelming to know where to start. This post is the second of a series of \u201cCBE Starter Packs<\/a>\u201d focused on each of the seven elements of the Aurora Institute\u2019s <\/span><\/i>2019 CBE Definition<\/span><\/i><\/a>.\u00a0<\/span><\/i><\/p>\n

\"CBE<\/b><\/a><\/p>\n

Competency-based education supports students to not only learn academic content, but also to apply it in different contexts and build higher-order skills. <\/span>Performance assessment\u2014grounded in tasks that measure how well students apply their knowledge, skills, and dispositions to authentic problems to produce an original product or solution which is scored against specific criteria\u2014is a key process for producing both formative and summative evidence of student ability to apply their learning. Clear criteria for what students need to know and be able to do lay a foundation for student learning and performance of those knowledge and skills. \"CBE<\/span><\/p>\n

In a CBE system, assessment is integrated as part of the learning process. Assessment for learning provides students with low-stakes opportunities to practice and self-assess what they know throughout the learning cycle. Meaningful assessment also provides students and educators with feedback they can use to improve and continue learning.\u00a0<\/span><\/p>\n

Shared, valid, and reliable definitions of proficiency come to life through meaningful systems of assessment. Competency-based systems demand assessment literacy: the ability to use meaningful assessment to design and drive powerful learning that leads toward common outcomes. Systems of assessment are intentionally developed to balance the breadth of content with enduring understanding of and the ability to apply key concepts and higher-order skills.\u00a0<\/span><\/p>\n

Like other elements of the CBE definition, assessment connects to and aligns with the other elements. While performance assessments can be implemented within a traditional system, as performance assessment practice deepens it can prompt a desire to align other parts of the learning system. For example, as assessment systems are developed to include capstone projects and portfolios with evidence of student work, the process naturally leads to rethinking traditional approaches to curriculum, pedagogy, grading, promotion and graduation, data on progress, and reporting.\u00a0<\/span><\/p>\n

As we think about what learning outcomes we care about most for all students\u2014and what kinds of assessments will allow students to demonstrate those outcomes\u2014we can align other practices to design equitable access to learning. In order for students to meaningfully apply their knowledge and skills, they will be <\/span>exercising agency<\/span><\/a>, they will need feedback and timely support along the way, and they will take different pathways to learn and create. Building relationships to get to know students gives educators insights into the <\/span>funds of knowledge<\/span><\/a> students bring to their learning and how to activate student assets in the learning and assessment process.\u00a0<\/span><\/p>\n

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Photo by Allison Shelley\/The Verbatim Agency for EDUimages<\/figcaption><\/figure>\n

Meaningful assessment also prompts us to examine how we report on progress (whether at the individual, classroom, or system level) and how students and educators have access to and use that information in learner records, in personalized learning plans, or for planning future learning opportunities. In order for the learning and assessment system to lead to actionable, valid, and reliable evidence, assessment-literate teachers will need to calibrate their understanding of student performance through examining student work and curricular artifacts. Systems that track and show student progress will need to be operational and transparent, both for practical reasons and to ensure and monitor for equity.<\/span><\/p>\n

Even though meaningful assessment can feel like (and is!) a big topic, there are many ways to get started.\u00a0<\/span><\/p>\n

What does meaningful assessment look like?\u00a0<\/span><\/h1>\n

Example: Del Lago Academy<\/span><\/h2>\n

At Del Lago Academy of Applied Science, one of three public high schools in Escondido, CA, opportunities for meaningful assessment are integrated throughout the learning process and grading practices are aligned to communicate student achievement. Interdisciplinary projects are at the heart of instruction and assessment, supported by the organization of students into \u201cvillages\u201d of about 100 students who move together throughout the school day to the same group of shared teachers. With <\/span>a focus on science<\/span><\/a> and connections to the local biotechnology industry, students have multiple opportunities to work on and demonstrate key science and engineering competencies and can deepen their skills\u00a0<\/span>and work readiness by <\/span>earning badges for industry-level skills<\/span><\/a>. <\/span><\/p>\n

\"Example
Example student badges<\/figcaption><\/figure>\n

Professional learning has consistently included a focus on designing quality performance assessments and collaborative Professional Learning Community (PLC) structures. The school also implements other competency-based assessment practices, such as providing assessments when students are ready and opportunities for retaking assessments to meet expectations.<\/p>\n

Learn more:<\/b> Interdisciplinary Projects and Assessment Practices at Del Lago Academy<\/span><\/a>, <\/span>Del Lago Academy Learning Journey in the Assessment for Learning Project<\/span><\/a>\u00a0<\/span><\/p>\n

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Example: Parker Charter Essential School<\/span><\/h2>\n

At the <\/span>Francis W. Parker Charter Essential School<\/span><\/a> in Devens, MA, teachers regularly meet to offer feedback on units of study and assessments and calibrate to ensure consistency and high expectations. Learning within each unit of study is designed around <\/span>Parker\u2019s Criteria for Excellence<\/span><\/a>. Students meet the criteria for excellence through their coursework and performance assessments. When they have sufficient evidence in their portfolio, they are ready for a gateway. A gateway is a milestone marking when a learner has proven that they have demonstrated the learning expectations for one division and have the necessary <\/span>Habits of Learning<\/span><\/a> to take on more challenging coursework in the next division (typically, but not always, corresponding to grades 7-8, 9-10, and 11-12), or for 12th-graders, their post-secondary path. Through a portfolio of work, a presentation of learning, and in the high school years, an independent research project on a topic of interest, the gateway and promotion by portfolio system supports each student to meet high expectations including how to be a reflective, self-directed learner.<\/span><\/p>\n

Learn more:<\/b> Celebrating Readiness for the Next Challenge: Gateway at the Parker School<\/span><\/a>, <\/span>Multiage Classrooms May Improve Learning, Student Experience<\/span><\/a>, <\/span>Inside Mastery Based High Schools: Profiles and Conversations<\/span><\/a>\u00a0<\/span><\/i><\/p>\n

Student Experience \u201cLook Fors\u201d<\/span><\/h2>\n

Can you see these student experience \u201clook fors\u201d in the examples above?<\/span><\/p>\n

\"Students
Photo by Allison Shelley\/The Verbatim Agency for EDUimages<\/figcaption><\/figure>\n