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Translocal Assessment and Competencies: Using a Proficiency-based Learning Management System
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Translocal Assessment and Competencies: Using a Proficiency-based Learning Management System

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  • 1. Translocal Assessment Competencies: Using aProficiency-based Learning Management System by Noel R. Buensuceso Associate Professor, Miriam College, Philippines and Joel C. Yuvienco Edu 2.0 Country Representative, Philippines
  • 2. Outline of Presentation•Introduction• Challenges and Opportunities of Learning Assessment•Demonstration of Proficiency-based Learning ManagementSystem•Conclusions and Recommendations
  • 3. IntroductionThis paper explores the opportunities and challenges oflearning assessment where the current learner populationlives in a globally- connected generation that is increasinglymarked by mobility across regional boundaries.In particular, the paper will demonstrate the use of evidence-based assessment tools that transcend global standardsusing a Proficiency-based Learning Management System.
  • 4. Challenges of Learning AssessmentWhat happens when a student leaves school? Transfers? Isemployed? A = Average?
  • 5. Challenges of Learning AssessmentHow does a particular assessment record transcendboundaries of time and space?Translocal: Putting local issues in the globalcontext and making it widely accessible.“ ( Ewa Wojtowicz,2002)
  • 6. Challenges of Learning AssessmentProof of learning achievement is still dominated by assessmentof learning via standardized or departmental ( or norm-referenced ) tests.
  • 7. OpportunitiesIn Australia, for example, as early as 2007, there wasalready “a groundswell of interest and activity aroundePortfolios in Universities.” ( Lambert and Corrin, 2007)
  • 8. OpportunitiesOnline or ICT approachedBlended in-person and ICT mediated assessmentLearning Management Systems
  • 9. Edu 2.0
  • 10. CurriculumCurriculum is a set of proficiencies that a student should have.Having a curriculum as a resource is essential in keeping the objective oflearning in place.This component allows for the LMS to provide some sort of learning compass.
  • 11. Curriculum plotted on Edu 2.0Curriculum is not complete without a reference to its sub-components, in theform of proficiencies or competencies that a learner is expected to possessat the end or upon successful completion of a course or subject.
  • 12. Details of a CurriculumThe figure shows the details of a curriculum, i.e., 21st Century Skillscomprising of Creativity, Critical Thinking, Collaboration, and Communication.
  • 13. A Proficiency-tagged LessonThe lesson ( Strategic Plan ) above is considered as a Proficiency-tagged lesson. The first two layers of mapping a Curriculum to a course.This means that the topic or lesson is associated with all fourproficiencies in the proficiency map.
  • 14. A Proficiency-tagged AssignmentThe previous figure and the figure above together demonstrate thesecond layer of mapping a curriculum to a course, i.e. via proficiency-tagged assignment.
  • 15. RubricsIt may be noted that criterion-referenced assessment is usually doneusing rubrics. The figure above shows an option to integrate andprogram a suitable set of rubrics.
  • 16. Proficiency MapA proficiency map is not just a list of to-dos for purposes of identifyingexpected learning outcomes.Thus, it is necessary for a teacher doing assessment to have access toan analytical tool to show extent of curriculum coverage from both theteaching ( delivering lessons ) to measuring the learner’sacquisition or production of new knowledge.
  • 17. Proficiency CoverageColor green- whenever a lesson has ( or lessons have ) both been taught andassessedColor yellow- if a lesson has ( or lessons have ) been taught but not assessedColor red- when lesson has ( lessons have ) been assessed but not taughtColor white- unknown
  • 18. Conclusion and RecommendationsThe given framework and processes discussed demonstrates thatmapping a curriculum with its set of proficiencies to a course syllabuswith its lessons, resources, and assessments could provide a mechanismfor what could be called a “ Proficiency Accountability.”Apart from the benefit of accountability to all learning stakeholders, e.g.,learner, parents, teachers, school administration, a proficiency-basedLMS also promotes transparency of the assessment processes.
  • 19. Conclusion and RecommendationsThe challenge is finding the right-mix of traditional and ICT-enabledassessmentIn the context of education reform, this rather complex approach ofproficiency –based assessment, being data-driven, could help informpolicy makers.Continuous professional development training especially on rapidlyevolving technologies for education is encouraged.
  • 20. Thank you! Noel R. Buensucesonoel.buensuceso@gmail.com Joel C. Yuvienco joel.yuvienco@gmail.com