Evidence: EDU 5515-C14, Instruction and Assessment in a Proficiency-Based System
Description: Castleton University course focused on instruction and assessment techniques in Proficiency-Based Learning
Analysis: During the course, we focused on incorporating PBL into our individual courses (all work was directed at reformatting our instruction practices) and refining both formative and summative assessment processes. PBL fits quite nicely into CTE, as it asks the teacher to clearly define expected outcomes and methods for demonstrating proficiency in these outcomes; the defined outcomes can literally be the industrial skills expected for workers in the field. The course also examined assessment techniques; these methods fit quite well into CTE and, in many cases, may very well be the format already used by instructors. In my class, for example, rehearsal of particular scenes or the application of a particular makeup technique is formative assessment- guided practice that allows for instant feedback that students may use. Summative assessments, in many cases, are actual performances, in which a multitude of skills are employed by students in the various areas of design and performance; skills coming together to form a complete production provide a meaningful and authentic opportunity for students to demonstrate proficiency.