Frequently Asked Questions
What are the “need-to-know” terms relative to competency-based education?
Competency - big ideas that represent key content-specific concepts, skills, and knowledge
Performance Indicators - measurable targets that define how students will meet a competency
Learning Target - day-to-day learning objectives
Formative Assessment - small, quick tasks relative to a learning target that are used to inform
Interim Assessment - periodic, formal assessments of performance indicators
Summative Assessment - larger, end-of-unit assessments designed to measure whether or not students have mastered associated content and skills
What is competency-based education?
Systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating that they have learned the knowledge and skills they are expected to learn as they progress through their education.
What is the purpose of competency based education?
The purpose of SAU 29’s grading and reporting system is to fairly and accurately reflect student learning. The system provides students access to more challenging content and support to achieve proficient-to-high level of performance.
Why are we moving to competency based education?
- Measure and accurately reflect student proficiency;
- Use high quality feedback to support the learning process and encourage student success;
- Assess and report academic achievement and learner behaviors separately;
- Use a common lens to accurately, consistently, and fairly score the quality of student work;
- Provide opportunities for students to engage in relearning and reassessment;
- Provide detail of student’s strengths and areas of weakness in order to personalize learning experiences; and
Provide meaningful achievement information to students, parents, and institutions of higher learning.
How is grading different in a competency based system?
Traditional
Quantity-based system
- Based on % system; norm-referenced; criteria is variable
- Use an uncertain mix of achievement, attitude, effort, and behavior. Use penalties and extra credit
- Score--and include--everything, regardless of purpose
- Grades calculated using the mean
- Final grades are an average of criteria developed by the teacher
- A certain average is required to pass the class
Standards-Based
- Quality rating system
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Clear standards and performance indicators; clear proficiency targets
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Measure only achievement; behaviors reported separately; no penalties or bonuses given
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Greater intentionality; use a variety of assessments to assess student progress on indicators and standards
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Use a decaying average that emphasizes more recent evidence
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Final grades reflect student’s progress toward specific course standards
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To receive the “experience” students must meet every standard within a class
What will grades look like in a competency based system?
Our common content scoring criteria (the lens that each department uses to evaluate the quality of a student’s work) and summative rubrics are developed on a 4-point scale. Each performance level indicates the degree to which students have demonstrated or attained learning.
Our standards-based grading language and scale is consistent with the 4.0 scale used in many schools and colleges.
1 = Does Not Meet the Standards
2 = Partially Meets the Standards
3 = Meets the Standards
4 = Exceeds the Standards
How are grades determined?
Performance indicators are attached to assignments and scored individually through commonly created rubrics.
The indicators are averaged to determine the overall competency score
What are Habits of Work and why are they important?
Quality habits of work are essential for students’ future success in school and work. Students receive a distinct HOW grade in each course. Our Habits of Work grade assesses how students interact with others, how students approach learning challenges, how students participate in class, and how prepared students are upon arriving to class. There is a clear correlation between quality Habits of Work and academic achievement and learning.
What is the purpose of relearning and reassessment?
Relearning and reassessment are important to the feedback loop as they give students the chance to learn from their mistakes and to show they have successfully improved their understanding of a concept and/or skill.