Embedded Files
Competency-based learning requires a growth mindset that celebrates learning as a process. Students understand their goals and there is a map that guides development of skills and progression of knowledge. The systems, structures, routines, and culture allow for revision. learners have multiple opportunities and a range of modes to demonstrate learning using a move on when ready approach.
A competency vs. a standard
Our competency framework for Learner Outcomes
Grading vs. Rating
A look at the continua
What is a competency, anyway?
There is profound transparency in learning goals for our students and those goals are mapped so students can see the progression of skill. Learn more with the blog post, "What IS the difference between a standard and a competency?" or see the summary of the post here.
A competency is "an interrelated set of skills, knowledge, and aptitudes or capabilities grouped that are designed to be explicit, measurable, transferable, and empowering to students" -- Sturgis, 2016
Learner Outcomes
Meridian Academy uses the Building 21 Competency Framework. The Competency Set covers:
core academics (ELA, Math, Science, Social Studies, Health/PE) as well as
inward skills (Habits of Success) and
outward skills (Next Gen Essentials)
coming soon: continua for dispositions
This is our foundation. Every studio, experience, feedback, revision, and tool we use is linked back to the competency framework.
We rate students on these competencies through the continua. There are big shifts in thinking between grading traditionally and rating student work on a continua. See below for more:
We rate students on these competencies through the continua. There are big shifts in thinking between grading traditionally and rating student work on a continua. See below for more:
Grades vs. Ratings
Grades vs. Ratings
Traditional Grading
Traditional Grading
Subjective: a student can be given a grade based on their personality, effort, and/or whether or not the teacher and the student connect
One and Done: a student will often get a grade from one task. They are not able to try again if they learn more. Stigma-- you are a "C" student.
Lack of Transparency: a student may not even know how their work is being graded. If there are rubrics, they may not cover everything or even be shared with students.
Inconsistent meaning: a student gets an "A" in English. What does that mean? What skills did the student learn? What if we compare students across schools? Does the "A" mean the same?
Inhumane and Judgmental: "You are a C student." This grade defines you and says something about the limits we put on students. (Also see subjective)
Traditional Grades: A, B, C, D, F
You will not be seeing these in Slate.
Rating on a Continua
Rating on a Continua
Objective: a student's work will be rated on the continua. Everyone has the same information.
Revisions are learning: a student will be able to revise their work (all work) as needed.
Transparency: a student, a teacher, a parent, a community member can see what is being assessed for every student.
Personalized: a student can demonstrate their learning based on their passions, needs etc. and can get the specific help they need to more forward in their learning.
Non-judgmental: A student submits their work. They are where they are. But they also can see where they would like to be and work to get there.
Ratings: M, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
These can all be translated on transcripts to a letter grade, too.
So, what is the continua?
So, what is the continua?
Click here to find out more!
Click here to find out more!
The continua is how we measure if a student is meeting mastery and if they are move-on ready. It is rubric-like with levels and descriptors. However, the levels have great meaning. Students must demonstrate certain levels to move on and can always use the continua to revise their work.
The continua is how we measure if a student is meeting mastery and if they are move-on ready. It is rubric-like with levels and descriptors. However, the levels have great meaning. Students must demonstrate certain levels to move on and can always use the continua to revise their work.
Where are we now?
We have been using Building 21's framework for seven years. We are adding new competencies this year to make us fully Competency-based. We highly encourage you to know the competencies well. It will help you assess student work, design experiences, and give feedback.
We are abandoning...
We are abandoning...
time-based crediting
an experience = credit(s)
We are strengthening...
We are strengthening...
continua-based ratings and feedback
We are newly embracing...
We are newly embracing...
PE Competencies
SS 5 Competency for Economics
calibration protocols of student work on the continua across all PLC areas
Where do dispositions fit within our experiences?
See how we are embracing learner-centered systems with our links below:
Page updated
Report abuse