Countdown: Assessing Your Way to Success

We’re just a couple of days away from an all-day workshop I’m conducting on behalf of the Network for Strong Communities entitled, “Assessing Your Way to Success: How to Use Measurable Outcomes to Achieve Your Goals”.

The June 14th workshop is designed for non-profit organizations representing a variety of sectors (healthcare, social services, educational, faith-based, etc.) who are committed to tackling problems and meeting the needs of those they serve.

Designing new programs and initiatives is something all non-profits do—but it’s important to give those efforts every chance of success. This workshop will provide many tools that can help!

This will be a fast-paced, action-packed day with lots of hands-on activities and FUN! Please consider joining us as we tackle topics like:

  • •      The basics of designing effective programs/initiatives
  • •      Determining success through measurable outcomes
  • •      The role of high-quality assessments to accurately gauge success
  • •      Building a strong program evaluation model
  • •      Assessment basics
  • •      Putting all the tools to work
  • •      Making data-driven decisions to inform strategic planning
  • •      Individualized consultation time: Let’s get started building your new                                       program/initiative!

 

 Looking forward to seeing you there! If you live outside the St. Louis metro area, reach out to me and I can come to your location.

–rrf

 

About the Author

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation, online learning, and academic quality assurance. An accomplished presenter, writer, and educator, she currently supports higher education, P-12 schools, and non-profit agencies in areas such as competency-based education, new program design, gap analysis, quality assurance, program evaluation, leadership, outcomes-based assessment, and accreditation through her company, Global Educational Consulting, LLC. She also writes about academic excellence and can be contacted for consultations through her blog site (www.robertarossfisher.com). 

 

 

 

 

Competency-Based Education: Academic Excellence in Action

 

Competency-based education (CBE) is quickly becoming accepted as an effective way to facilitate powerful, authentic learning at all levels. Sometimes referred to as personalized learning, mastery learning, or proficiency learning, students must demonstrate what they know and are able to do, rather than just put in “seat time” and complete a prescribed set of courses. However, designing a solid CBE program is not as simple as it sounds–it requires a great deal of thought, understanding, and know-how.

I’ve worked in institutions using traditional learning models and spent 10 years working in one that employs the CBE model effectively. I’ve really come to appreciate the level of learning that takes place in a CBE model, and I’ve seen over the years how effective it is in supporting students’ learning. I’ve celebrated with students and their families who reached their goals and achieved their dreams because they were in an environment that enabled them to show what they knew and then move on at their own pace. CBE, when structured properly, helps educators to personalize learning experiences. I predict the CBE model will be a major player in the educational arena over the next two decades at the P-12 level as well as at the collegiate level.

There are some essential thoughts to consider for programs thinking about adopting the competency-based education (CBE) model, and I shared some of those tenets in a commentary published in the Journal of Competency-Based Education entitled, Implications for Educator Preparation Programs Considering Competency-Based Education. 

Helping students to demonstrate what they know and are able to do within the context of a set of well-articulated competencies and measured through high-quality assessments is certainly one example of academic excellence.

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation, online learning, and academic quality assurance. An accomplished presenter, writer, and educator, she currently supports higher education and P-12 schools in areas such as competency-based education, teacher preparation, distance learning, and accreditation through her company, Global Educational Consulting, LLC. She can be reached at: globaleducationalconsulting@gmail.com

Looking for Innovation? Think CBE.

Thinking about adopting a competency-based educational (CBE) model? This can be a great, innovative way to teach adult learners at the community college or university level, but it can also be quite appropriate for youngsters at the elementary, middle, and high school levels. Here are a few basic tenets of CBE to consider:

Competency-based education is not an easy way to learn or to earn a college degree. Instead, it is a different way to learn. Rather than just sitting in a class and earning attendance points, learners really have to demonstrate what they know and are able to do through a variety of high-quality assessments.

True competency-based education is standards-based education. A house must have a solid foundation in order to stand over time. Likewise, curriculum must be based on standards, and from those standards, competencies, learning objectives, and assessments are developed. As industry standards change, so must a competency-based curriculum evolve to ensure relevancy and currency.

 

Competency-based education is carefully planned and developed. It is not a simple matter to create or switch to a competency-based educational model. It requires a great deal of thought, planning, training, and a commitment to various resources. Simply put, it is not realistic for an institution to believe this can be created by one or two faculty members given extra teaching load pay over a semester or two. It requires systemic commitment and long-range strategic planning.

The curriculum found in a high-quality competency-based educational program comprises both breadth and depth. As previously stated, a solid curriculum must be standards-based. In addition, a CBE curriculum can’t just “cover” certain key concepts and principles—this approach will not lead to deep, sustained learning. Instead, major content must be identified and embedded multiple times within signature learning experiences; they must be scaffolded throughout a program of study at increasing levels of complexity. Learners must be given multiple opportunities to understand and apply what they are learning in various contexts.

Self-paced learning is a cornerstone of the CBE model. Rote memorization has been debunked by many over the years as an ineffective way to learn. Likewise, educators now acknowledge that lockstep teaching and learning does not meet the needs of individuals. An age-old approach known as “Teach to the Middle” is still often the norm in environments where class size is excessive and teachers need to work as efficiently as possible simply to manage their classrooms. However, this approach neglects the needs of students who are struggling, and it neglects the needs of students who have already mastered those skills and are ready to move on. One of the most beautiful aspects of competency-based education is that it is based on a self-paced learner model: Students work at their own pace, taking as much or as little time as they need to understand, apply, and demonstrate their proficiency in the stated competencies and learning objectives. Learners are less frustrated; they feel empowered and more in control of their own progress.

The competency-based model lends itself well to online learning. CBE certainly can work well in traditional face-to-face learning environments. However, it can work equally well in distance learning models. There are different nuances to consider in the planning stage, but CBE is adaptable to all learning environments. What’s important is the strength of the curriculum, the learning resources, the quality of instruction, and the support given to learners. If the curriculum can be seen as the foundation of the house, then the other instructional elements can be viewed as the walls supporting the structure.

The quality of a competency-based program is heavily reliant upon the quality of its assessments. In a competency-based model, learners demonstrate what they know and are able to do relative to specific learning objectives. They demonstrate this through a variety of high-quality assessments, frequently in the form of internally-created objective examinations, performance assessments, field-based assessments, and externally-created proprietary assessments. If the curriculum is the home’s foundation, and the walls are comprised of learning resources, instructional quality, and learner support, assessments represent the roof. There must be direct alignment between what learners are taught and how their knowledge is measured.

Continuous, critical review of assessment data is essential. Many educators throw around the term “data-driven” decision making these days, but few really understand what it means. As with curriculum development, a comprehensive assessment plan is essential to any institution, regardless whether it adheres to a competency-based educational model or not. There are many steps that need to be taken to ensure the quality, integrity, and continual improvement of the ways in which learner proficiency is measured.

The bottom line: It’s all about efficacy. Irrespective of the educational model being implemented, the strength of a program actually can best be determined by the sustained impact on the lives of learners and those they interact with in their chosen profession. For example, do graduates from an educator preparation program demonstrate a positive impact on their P-12 students’ learning and development? Do graduates from a medical school demonstrate a significant impact on improving the quality of their patients’ lives?

Competency-based education is not just about learning in the moment; it’s about learning for a lifetime to serve the greater good.

–rrf