Designing Proficiency-Based Assessments, Lumbra, Spring 2020

Course Description

Shifting to a proficiency-based education model requires a transformation in teacher assessment practices and beliefs. It is a shift from the teacher evaluating student learning to learners creating evidence of proficiency. In this course, participants will explore the various aspects of this shift in order to design proficiency-based assessments and transform assessment practices so that learners can become active participants in their own academic growth.

Course Goals & Objectives

Course Goals:

• Reflect on current assessment practices
• Identify systemic shifts in current assessment practices
• Increase student involvement in assessment

Course Objectives:

1. Identify the role of assessment in a proficiency-based system.
2. Distinguish between evidence and assessment.
3. Define “proficient”.
4. Design a system for tracking progress in a proficiency-based system.
5. Identify the role of learning targets in assessment cycles in a proficiency-based system.
6. Design assessments that can be used as evidence of learning.
7. Describe the role of reflection in a proficiency-based system

Course Expectations

Assignments:

Responses to reading
Discussion
Learning Scale design
Reflections

Project:

Design assessments that support proficiency-based learning

Required Texts

Costs, if any, for the required readings are not included in the course cost.
Required Readings:
Gobble, T. (2016). Proficiency-based assessment: Process, not product. Bloomington, IN Solution Tree Press.

For additional course information

Gabrielle Marquette Lumbra
(802) 309-5240

For additional registration information

Bethany Sprague
(802) 468-1325

Register online now!