Self-Pace Course: Developing and Applying Proficiencies in a Proficiency-Based, Personalized System
- Question 1: How do standards fit in a proficiency-based assessment system?
- Question 2: Where does proficiency development or adoption begin?
- Question 3: How do you write a proficiency statement?
- Question 4: How do you create performance indicators from the proficiency statement?
- Question 5: How do you scaffold a proficiency so that there’s a viable path for student success?
- Question 6: How can I pilot test my proficiency language?
- Question 7: How are rubrics different in a proficiency-based assessment system?
- Question 8: How can I field test proficiency language?
- Question 9: How do we start a continuous cycle of growth?
- Question 10: When do students demonstrate content proficiencies and transferable skills in a personalized, proficiency-based assessment system?
- To provide an overview of the “proficiency-based” part of proficiency-based, personalized learning.
- To raise essential questions around proficiency-based education and invite consideration and discussion.
- To provide an opportunity to practice some of the necessary components of a proficiency-based system.
- To introduce concepts and topics that will be addressed in much greater depth in other self-paced courses.
Educator Proficiencies Addressed by this Course
Vermont Teacher Performance Indicators
- Content: A teacher has a deep and flexible understanding of content area(s) and draws upon knowledge to assure learner mastery.
- Instructional Practice: A teacher understands and integrates assessment, planning, and instructional strategies to support student learning.
Vermont Principal Performance Indicators
- Vision, Mission & Goals: A principal creates conditions that enable schools to build on their core values and beliefs.