What are some of the key features of competency-based education for those who are considering this approach? This powerpoint describes the approach, and details some of the elements to explore.
"Competency Based Education" presentation and the the role of innovation in the digital and knowledge based society
"Competency Based Education" Movie https://www.youtube.com/watch?v=Y1HesKOg4a0&feature=youtu.be
An introduction to Competency-based education and the new student demographic. Discover today's modern student and the education system designed to fit them. http://bit.ly/1hU8ntv
What is Competency-based Education?
Competency-based education, or CBE, is a student-centered approach that encourages self-paced learning and the development of students' skills.
more-https://www.iitms.co.in/blog/what-is-competency-based-education.html
"Competency Based Education" presentation and the the role of innovation in the digital and knowledge based society
"Competency Based Education" Movie https://www.youtube.com/watch?v=Y1HesKOg4a0&feature=youtu.be
An introduction to Competency-based education and the new student demographic. Discover today's modern student and the education system designed to fit them. http://bit.ly/1hU8ntv
What is Competency-based Education?
Competency-based education, or CBE, is a student-centered approach that encourages self-paced learning and the development of students' skills.
more-https://www.iitms.co.in/blog/what-is-competency-based-education.html
Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Presentation given by Rebecca Ferguson at the ORT University Institute of Education, Montevideo, Uruguay on 12 April 2016. It deals with the Innovating Pedagogy reports produced annually since 2012 by the Institute of Educational Technology (IET) at The Open University (OU).
Assessment
Definition
Principles of assessment
Purposes of assessment
Functions of assessment
Types of assessment 1. summative assessment
2. formative assessment
Advantages of assessment
Disadvantages of assessment
Competency-based Learning: A Practical Process and Living Case Study Tom Gram
Presentation for Canadian Society for Training and Development CSTD 2014 Conference. Tom Gram (Global Knowledge) and Lawrence Stevenson (IT Source, Workforce Optimization, Ontario Public Service)
Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Presentation given by Rebecca Ferguson at the ORT University Institute of Education, Montevideo, Uruguay on 12 April 2016. It deals with the Innovating Pedagogy reports produced annually since 2012 by the Institute of Educational Technology (IET) at The Open University (OU).
Assessment
Definition
Principles of assessment
Purposes of assessment
Functions of assessment
Types of assessment 1. summative assessment
2. formative assessment
Advantages of assessment
Disadvantages of assessment
Competency-based Learning: A Practical Process and Living Case Study Tom Gram
Presentation for Canadian Society for Training and Development CSTD 2014 Conference. Tom Gram (Global Knowledge) and Lawrence Stevenson (IT Source, Workforce Optimization, Ontario Public Service)
Developing a multiple-document-processing performance assessment for epistem...Simon Knight
http://oro.open.ac.uk/41711/
The LAK15 theme “shifts the focus from data to impact”, noting the potential for Learning Analytics based on existing technologies to have scalable impact on learning for people of all ages. For such demand and potential in scalability to be met the challenges of addressing higher-order thinking skills should be addressed. This paper discuses one such approach – the creation of an analytic and task model to probe epistemic cognition in complex literacy tasks. The research uses existing technologies in novel ways to build a conceptually grounded model of trace-indicators for epistemic-commitments in information seeking behaviors. We argue that such an evidence centered approach is fundamental to realizing the potential of analytics, which should maintain a strong association with learning theory.
The Value of Competency-based Medical Education Across the ContinuumMedCouncilCan
"The Value of Competency-based Medical Education Across the Continuum." Workshop presented by Dr. Eric S. Holmboe at Memorial University's Faculty of Medicine.
State and Directions of Learning Analytics Adoption (Second edition)Dragan Gasevic
The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach for advancing our understanding of the learning process. This promise motivated the emergence of the new field learning analytics and mobilized the education sector to embrace the use of data for decision-making. This talk will first introduce the field of learning analytics and touch on lessons learned from some well-known case studies. The talk will then identify critical challenges that require immediate attention in order for learning analytics to make a sustainable impact on learning, teaching, and decision making. The talk will conclude by discussing a set of milestones selected as critical for the maturation of the field of learning analytics. The most important take away from the talk will be that
- systemic approaches to the development and adoption of learning analytics are critical,
- multidisciplinary teams are necessary to unlock a full potential of learning analytics, and
- capacity development at institutional levels through the inclusion of diverse stakeholders is essential for full learning analytics adoption.
This is the second edition of the talk that previously gave under the same title on several occasions. The second edition reflects many developments happened in the field of learning analytics, especially those in the following two projects - http://he-analytics.com and http://sheilaproject.eu.
Dcla13 discourse, computation and context – sociocultural dclaSimon Knight
My DCLA13 talk at LAK13 in Leuven. The images should all be CC licensed with links provided in the speaker notes on the slides.
I'd recommend looking at the other slides from this session (see http://www.solaresearch.org/events/lak/lak13/dcla13/ ) particularly those on context - this presentation provides a theoretical perspective on context, which some of the other presentations were showing really interesting examples of in empirical (and well theorised) work.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
Rubrics for Educational Assessment.pptxshaziazamir1
Rubric is "a scoring guide used to evaluate the quality of students' constructed responses". Put simply, it is a set of criteria for grading assignments.
What will they need? Pre-assessment techniques for instruction session.gwenexner
Librarians all know the importance of a reference interview -- it's to make sure you're addressing what the patron actually needs. Classes take longer, and involve more people, but the fact still holds: to give the best service, you need to assess what the needs actually are.
An additional benefit of pre-assessment is that it can provide evidence of the impact of the teaching program, both to university administration and to accreditation organizations.
Presented by Gwen Exner at "Assessment Beyond Statistics" NCLA College & Universities Section/Community & Junior Colleges Section 2012 conference.
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
It's all about skills! Connections between Information Literacy Skills and wider skills
Presentation by Ian McCracken, Learning Resource Manager, Govan High School, Glasgow about his and the schools skills journey in identifying the skills the pupils need and identifying a common vocabulary for the skills. Identifying and matching them to Standard Grades, local and national business requirements, Skills for Scotland Strategy, curricular and extra curricular work, 100 careers, Curriculum for Excellence and The National Information Literacy Framework (Scotland).
Preparing Students for College: The Essential Role of Performance TasksreDesign
This slideshow describes a set of prototypes reDesign is developing to support teachers as they encourage students to undertake college preparatory tasks such as research papers, argumentative essays and socratic seminars.
Preparing Students for the Demands of a Freshman Year in CollegereDesign
If we know what students will face when they get to college, we should be able to design a high school program that will help prepare them. This slideshow explores the performance tasks, scaffolding, and mapping that schools can undertake in order to ensure that students have multiple opportunities to learn the skills required to meet the demands of college.
What is blended learning? Who are some of the schools and networks breaking ground with blended learning? Are are some of the most interesting design features and considerations? This is an introductory presentation to explore these questions.
BArT is a school that reDesign loves and has worked with on and off for almost a decade. In 2008 we collaborated with BArT, the MA Center for Charter Public School Excellence, and Old Sow Consulting. Our task was to identify areas of the school in need of redesign in order to improve student achievement. Here's our story.
Why do we teach...Work in Schools? What is the theory that informs our practice?
This simple presentation presents some of reDesign's ideas about the purpose of education, the nature of intelligence, and the mystery of the learning process.
reDesign has created a research-based instructional model that emphasizes investigation, synthesis, and independent learning. Check out the bare-bones of our model and let us know what you think.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Competency
Independently:
• Think of something you are competent at.
• Now, think about how you know you are competent.
• (We will share a few aloud.)
In Groups of 3:
• Make a list of how you would know if someone is
competent at driving: what do competent drivers
understand, what can they do, what behavior is
observable?
• (We will share lists with each other, looking for trends.)
4. What is Competency?
A combination of skills, knowledge, characteristics
and traits which contribute to high performance on
a particular task…
A competency is something one can do
• often,
• in many situations, and
• with strong results
5. In a Competency-Based System…
• Students advance upon mastery.
• Competencies include explicit, measurable, transferable
learning objectives that empower students.
• Assessment is meaningful and a positive learning
experience.
• Students receive timely, differentiated support.
• Learning outcomes emphasize application and creation
of knowledge, along with the development of important
skills and dispositions.
• --Chris Sturgis, CompetencyWorks
• --Susan Patrick, iNACOL
6. Competencies Include…
• Aptitudes: natural ability that prepares the
person to perform a task
• Attitudes: ways of thinking or behaving required
to perform a task
• Skills: acquired ability or experience needed to
perform a task
• Knowledge: Information and understanding
needed to perform a task‖
9. http://www.youtube.com/watch?v=RmjjeqN
yxMQ&feature=youtu.be
Jessica Addison, Todd County Kentucky
Bloom’s Mastery Learning in the 21st Century: Low-tech style
Before the Video
Make a list of 3 questions or
concerns you have about
organizing competency-
based learning within a
single classroom.
After the Video
Return to your concerns /
questions: are some
answered? Do you have
new ones? Revise your
questions.
10. Shane Donovan, Washington DC
https://www.edsurge.com/n/2013-09-25-
spotting-schools-version-of-bigfoot
Bloom’s Mastery Learning in the 21st Century: Low-tech style
Read the Blog Post
Code the Text
? = This answers question you
have, or raises a new one.
* = You’ve done or seen
something like this.
! = You like this.
= This is not for you.
After Reading
• Return to your list of questions,
and revise one last time.
• Turn to a partner and share
thoughts about and reactions to
the video and blog post.
With the full group:
Share a new insight or question.
12. Examples of Competency-Based
Learning from the ―Real World‖
• A Law School Graduate who fails the Bar Exam
• 2 times before passing it.
• A Child learning to ride a bike.
14. Traditional Scoring
Mastery-Based Scoring
Jose’s Quiz #1 on Ratio/Proportions, Number Sense, & Geometry
Feedback: You
don’t seem to
understand the
material very
well.
Feedback: Most of this quiz was on
standard 6NS2, and you
demonstrated a perfect
understanding of this. You need a
bit more work on 6RP1 &2. Let’s
work on G3 together.
15. The “Grades” of 4 Students using the traditional average system
17. Jose’s “Grades:” Ratio/Proportions, Number Sense, & Geometry
You have a solid
understanding of RP1 & 2.
Let’s look for patterns in
the errors you are making
to see if there is a way to
consolidate your mastery.
We haven’t been
working on G3 as long,
you need some
additional opportunities
to gain mastery here.
Your understanding here
is actually strong. The
error you made on the
test was computational,
not conceptual.
18. Jose’s “Grades:” Ratio/Proportions, Number Sense, & Geometry
Using a traditional
averaging approach,
what would Jose now
think about his level of
math proficiency?
19. Jose’s “Grades:” Ratio/Proportions, Number Sense, & Geometry
Using a traditional
averaging approach,
what would Jose now
think about his level of
math proficiency?
(1) an overall average
of 77%.
(2) Little idea he has a
weak understanding
of G3.
(3) Little idea of why he
got a 40% on a quiz.
(4) Little idea he has to
really work on NS2.
20. Jose’s “Grades:” Ratio/Proportions, Number Sense, & Geometry
In a Competency-Based System, schools have to define:
(1) What Proficiency is: In Jose’s school, 75% on a standard is considered
proficient.
(2) How many times and in how many contexts a student has to achieve a
75%. At Jose’s school, the answer is 3.
21. Jose’s “Grades:” Ratio/Proportions, Number Sense, & Geometry
In a Competency-Based System, schools have to define:
(1) What Proficiency is: In Jose’s school, 75% on a standard is considered
proficient.
(2) How many times and in how many contexts a student has to achieve a 75%.
At Jose’s school, the answer is 3.
Using a competency-
based approach, what
would Jose now think
about his level of math
proficiency?
22. Jose’s “Grades:” Ratio/Proportions, Number Sense, & Geometry
In a Competency-Based System, schools have to
define:
(1) What Proficiency Is: At Jose’s school, 75% on a
standard is considered proficient.
(2) How many times and in how many contexts a
student has to achieve a 75%. At Jose’s school, the
answer is 3.
Using a competency-based
approach, what would Jose
now think about his level of
math proficiency?
(1) I have to show
proficiency on RP1, RP2
and NS2one more time.
(2) I I should be ready to
show proficiency with
RP1 & NS2.
(3) I still have to work on
G3, but I understand
more now than I did at
first.
(4) I may be ready to show
proficiency on RP2,
since I hit proficiency on
the final test.
24. Competency education isn't a
classroom practice or an add-on
program. Building upon state
standards, it is a re-engineering of our
education system around learning—a
re-engineering designed for success
in which failure is no longer an option.
http://www.youtube.com/watch?v=nPUqKp-
n_hs&list=PL9C489399B851C548
Video: Rick Wormelli
(from Marzno’s group)
25. ―In a proficiency system, failure or poor
performance may be part of the student’s learning
curve, but it is not an outcome.‖
– Proficiency-Based Instruction and Assessment,
Oregon Education Roundtable
http://www.youtube.com/
watch?v=JFHf7jAfJlg
Developing a culture of formative
assessment: the role of
immediate & concrete feed-back
http://www.youtube.com/watch?v=j
duiAnm-O3w
―What’s the point of school if you
can’t learn from your mistakes?‖
http://www.youtube.com/watch?v
=CkFWbC91PXQ
26. WHAT WOULD YOU NEED TO
CONSIDER AT THE SCHOOL
LEVEL?
The Key Features of a Competency-Based System
27. In a Competency-Based System…
• Students advance upon mastery.
• Competencies include explicit, measurable, transferable
learning objectives that empower students.
• Assessment is meaningful and a positive learning
experience.
• Students receive timely, differentiated support.
• Learning outcomes emphasize application and creation
of knowledge, along with the development of important
skills and dispositions.
• --Chris Sturgis, CompetencyWorks
• --Susan Patrick, iNACOL
29. Key Features
Look at the Glossary of Terms:
• Mark the terms that are familiar with a *
• Mark the terms you have a question about
with a ?
• Write your questions on an index card.
• We’ll collect the index cards, and as a group
we’ll try to answer the questions together.
31. In your School-Based Teams
• Is Competency-based learning something you can
imagine in your school given what we’ve explored today?
• If yes, where might you begin?
• With a small pilot of a few teachers?
• What a design team working on several aspects of the system?
• With some staff meetings to explore these ideas?
• ??
• What steps would you need to take to move in this
direction?
32. CLOSING REFLECTION
3 Things I Learned
2 Things I need to think/learn more about.
1 Thing I plan to do in the coming weeks.