Back in the nineties, most schools and some states went though the process of developing standards. Many folks are using the term "proficiencies" now, but in my opinion it is primarily semantics. Whether you call it standards-based or proficiency-based curriculum and assessment, the essential first task is to articulate what students are supposed to be able to do with their learning. Many professional organizations refer to these as "can-do" standards. One essential difference is that this kind of learning is less about what students should "know" and more about what they should be able "to do". Similar to the common core standards, words like "cite, analyze, determine or discuss" are more active and descriptive than "know". Here are examples of two very different expectations for American History.
Students know the locations, dates and outcomes of two important battles of the Revolutionary War.
Students can discuss how two important battles of the Revolutionary War contributed to the ultimate success of the colonies.
In today's world of "Siri... When was the Battle of Bennington?", knowing dates of battles is a great way to impress your friends, but not nearly as essential as knowing how the Battle of Bennington influenced the Revolutionary War. Each course should have clearly articulated proficiencies so students know what they are expected to be able to do by the end of their course. Depending upon the course content, some proficiencies may be subdivided into skill-based proficiencies, competency-based proficiencies, or cognitive-based proficiencies. In a world language curriculum, here are some examples of these kinds of proficiencies:
Skill-based: Students can write with correct spelling and grammar in the target language.
Competency-based: Students can describe themselves and their families in the target language.
Cognitive-based: Students can explain why they use different adjective forms based on gender.
Whether proficiencies or standards are developed on the local, district or state level, making the proficiencies accessible to students and linking those proficiencies to the graduations expectations are critical steps to ensuring the relevance of student learning to their futures.