Question 1: How do standards fit in a proficiency-based assessment system?

Conceptual Overview

icons for conceptual overview

Presentation Audio Transcript

Text-based Reflection

icons for text-based reflection

Read the Vermont AOE's What is Proficiency-Based Learning? and Why is Proficiency-Based Learning Important? documents for a brief vision statement that synthesizes key scholarly resources.
Answer the following questions:

  • What are two questions the documents raise for you about proficiencies and proficiency-based education?
  • How would you explain the value in proficiency-based learning to a skeptical colleague or parent?
  • How is the vision of proficiency-based learning presented in the two documents different than what is happening in your school or union now?

Practice the Process

icons for practice the process

Examine three sets of standards below that Vermont educators are using:

Answer the questions below about the transferable skill Clear and Effective Communication:

  • Where do you see evidence of Clear and Effective Communication in these standards?
  • How can proficiencies help make the assessment of Clear and Effective Communication more manageable across content areas?

Answer the above questions again, using another transferable skill.

Adopt and Adapt

icon for case study analysis

Examine Vermont AOE's sample proficiency documents for ELA and Math.
Answer the following questions:

  • How are standards represented in the proficiency documents?
  • How are multiple standards connected to one performance indicator?
  • What do you like about the sample proficiency documents? What might you change?

Case Study Analysis

logo for case study analysis

Read the case study below:

The curriculum leaders at Proficiency High School worked very hard to create their transferable skills. They used the ILN Knowledge Skills and Dispositions CCR Framework and focused first on skills and dispositions.

Skills included critical thinking, problem-solving, collaboration, effective communication, metacognition, self-awareness, learning how to learn, time management, creativity, and innovation. Performance indicators were written for each skill at the 9-10 level and at the 11-12 level. They decided that feedback for the dispositions described in the framework would be best included in the curriculum as student self-assessment and narrative assessment rather than through a set of performance indicators.

After implementing and reporting out on transferable skills and dispositions for a year, the curriculum leaders decided it was time to take the next step in the process: creating content proficiency statements.

Mr. Standard, the school’s curriculum coordinator, told all the curriculum teams to look at their standards and highlight where they saw overlap with the transferable skills. It was clear to the math teachers, the science teachers, and the social studies teachers where the overlaps were and they were well on their way. The English teachers on the other hand struggled. They noted almost all their skills were already covered in the school-wide transferable skills. They asked Mr. Standard, did the school even need English teachers anymore?

Answer the following question:

If you were Mr. Standard, how would you help the English teachers understand their role in this proficiency-based education?

More Resources

Evidence of Learning

Be sure to record your answers to the above questions in the Evidence of Learning Tool.

Continue this Self-Paced Course

Question 2Where does proficiency development or adoption begin?

Browse other questions: Developing and Applying Proficiencies

Contact Us

Vermont Agency of Education
Secretary Daniel M. French
219 North Main Street, Suite 402
Barre, VT 05641

Web and Document Accessibility Policy​
Public Records Requests

(802) 479-1030 |
Staff Directory | Division Phone Numbers