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In competency-based education, students demonstrate mastery of a defined set of required competencies to advance and earn credit toward graduation, rather than completing credit requirements based on time spent in class or the traditional Carnegie unit (Torres, Brett, Cox & Greller 2018, p.1). Competency-based education exists on a continuum where the learner receives “credit” when mastery of competencies is demonstrated. This differs from traditional course credit which depends on “seat-time” and a passing grade above a certain percentage. Competency-based learning (CBL) requires shifts in thought. The traditional education system focuses on content, time, lessons, grading and teacher designed learning environments. CBL focuses on skills, performance, experiences, feedback and collaboration in the creation of the learning environments. CBL requires a clear, measurable definition of mastery, tools for tracking progression, and teachers skilled in facilitating differentiated learning environments (Priest, Rudenstine, Weisstein & Gerwin 2012).
The assessment plan provides a framework to implement NCDPI eighth grade science, social studies and health standards. The standards are used to determine general desired knowledge and skills students need for mastery. The standards are unpacked and broken down into specific knowledge and skills. The “unwrapping” of standards provides identification of clear goals to develop flexible methods, assessments, and materials that address the needs and preferences of varied learners (Rao & Meo, 2016, p.1). A concept map (CM) was created to determine which courses are involved in meeting the specified learning outcomes and what the involved content areas will emphasize and reinforce (see below). The CM organizes the content visually and provides hierarchical arrangement of instruction. The concept map helps define the learning outcomes. The CM will be referenced as a formative assessment strategy during instruction to help students and teachers evaluate learning progression and provide feedback. Concept maps are used as a teaching tool in various levels of educational institutions to better connect the relationships between concepts (Kumar, Sarukesi, Uma, 2013).
The focus question, “Can diseases change the world?” steered the design and the assessment plan. Learning outcomes require learning to be relevant and measurable. Assessment validity is crucial. Formative assessment strategies should reveal student’s current knowledge base and application of the competency. The evaluation of assessment will then be valid to guide future instruction. The specific learning outcomes are required of eighth grade science, social studies and health. The content competencies are identified and are broken down into learning outcomes in assessment plan shown above.
The instructional activities target the learning outcomes and provide selection of various formative assessment strategies. The evidence for learning is measurable and allows students and teachers to conference in small groups to evaluate learning. Learning is adapted as needed for individual learners. Universal Design for Learning (UDL) supports all learners providing equal opportunities to learn. The three principles involve representation, action, and engagement of learners in a variety of teaching methods to accommodate all learners (Dolan, 2000). UDL principles marries well with adaptive, competency-based curriculum. Using instructional strategies which vary how information is represented, performed and evaluated offers students a choice on how they are evaluated. Administering assessment using a common format does not level the playing field as many educators believe. Rather, a single format tilts the playing field, favoring some and hampering others. The solution lies in providing a flexible test administration vehicle that provides students the opportunity to demonstrate their understanding and skills according to the particular learning goals associated with the assessment (Dolan, 2000, p.48). Providing a variety of methods removes obstacles for learning and help students master the learning goals as outline in the assessment plan listed in appendix. Each formative assessment strategies lists adaptive measures in parenthesis.
Authentic formative assessment strategies target specific learning outcomes aligned to competencies and therefore drive instructional strategies to foster student mastery. Using Bloom’s Taxonomy of learning verbs to create the evidence of learning statements to ensure the competency is measurable.
Summative assessment aims to evaluate learning and achievement at the end of learning. It was established that the summative assessment rubric would be standards-based, and this could be used to translate to a traditional grade (see above). A standards-based rubric outlines the standard(s) that must be met in the assessment and lets the students decide how they will show they have mastered the content (Zawlocki, 2016, p.3). Using a standards-based rubric allows for informative feedback to be given on each standard. Students are informed of weakness and strengths. This enables the students to utilize the feedback to revise and resubmit their summative assessment and deepens their learning.
The summative assessment strategy encompasses the focus question and the established parameters of the concept map. These two features were valuable in the creation of the summative assessment strategy. Using a focus question and a concept map provided a valuable reference throughout the creation of the learning outcomes, assessments and evidence of learning development and was used as the final formative assessment before students began working on summative assessment. Students were encouraged to use the concept map as a reference as they completed their summative assessment.
Technology in the instructional environment can both enhance and transform learning according to the Dr. Ruben Puentedura, Ph. D. and the SAMR Model (Substitution Augmentation Modification Redefinition) he developed (Oxnevad, 2013). In the SAMR Model technology can enhance learning using the substitution and augmentation style tools and transform learning using the modification and redefinition style tools. In the assessment plan included technology-drive formative assessment strategies which transformed learning. Using transformative technology-driven formative assessment strategies is justified because they are student centered. Technology transforms learning through the use of outbreak game simulation. This simulation offers students a real-life infectious disease situational experience. This transform learning by significantly redesigning the task. Without the simulation, the students would not be able to experience this real-world experience safely. This assessment requires students to apply the information they have acquired. Additionally, adaptive curriculum measures can be implemented with features like “text-to-speech accommodation on reading passages,” “visualized learning” using BOOM digital learning flash cards and videos. Practice in mastery is also achieved using quizizz in the game setting. This is a student favorite. Technology-driven formative assessments were used provide an individual pace for learners. Videos, games and digital flashcards can be slowed down, repeated, and rewatched as need by the learner. Lastly, students were able to do all “written” assessments as typed or voice recorded. Non-technology-driven formative assessment strategies where chosen to promote verbalization of student’s thought process in student teacher conferences and peers. Drawing and illustrating are also offered as non-technology-driven formative assessments (here again students could choose to use computer generated graphics if needed) to facilitate learners who do well with tactile manipulation.
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