As New York State moves toward an emerging competency-based system centered on demonstrated proficiency and readiness, schools are beginning to consider what this shift means for curriculum, instruction, assessment, and ultimately how learning is communicated.
Join Nicole Dimich for an interactive day focused on the assessment practices and systems needed to support this evolving vision. Participants will explore the connections among learning standards and competencies, meaningful learning experiences, evidence of learning, and determinations of proficiency, with attention to the role of balanced and performance-based assessment.
The day will also examine some of the practical questions emerging as schools consider a system in which students may have different pathways and multiple ways to demonstrate learning. What constitutes sufficient evidence of proficiency? How can evidence be managed across different learning experiences and pathways? How can evidence inform instruction and MTSS? What might these shifts eventually mean for grading and communicating learning?
By the end of the session, participants will:
~Explore the assessment shifts in a competency-based learning approach.
~Consider how to create a process for determining proficiency with clear criteria and common expectations of rigor across different demonstrations of learning (instruction and assessment).
~Examine how to plan for multiple measures, or evidence, including performance-based assessment, different demonstrations of learning, to create an accurate and meaningful body of evidence within a balanced assessment system.
~Explore how evidence can be gathered and managed across different learning experiences while maintaining common expectations for proficiency.
~Connect the process of analyzing assessment evidence to instructional responses, MTSS, and student ownership/investment.
~Identify implications for grading and communicating learning as assessment systems evolve.