Create: For this section, set up a competency structure using standards for one unit of your sample course. Associate the assignments in that unit with the competency.
Artifact: Submit both a screenshot of the structure and a detailed explanation of why you created the structure that way. Include a discussion of the various pathways a student may go through to attain the competencies in the unit and document all in your blog.
Standard, Domain, and Strand:
SB6. Obtain, evaluate, and communicate information to assess the theory of evolution.
a. Construct an explanation of how new understandings of Earth’s history, the emergence of
new species from pre-existing species, and our understanding of genetics have influenced our
understanding of biology.
Competencies/Learning Objectives:
Reflections:
I really like the idea of competency-based learning, especially after my own personal experience with it when completing a competency-based master's program in science education. However, I find that students are often not as comfortable in using "alternate" or "other" forms of assessment to demonstrate their mastery because they are so accustomed to taking tests to accumulate points. They often fail to realize that there are other means of authentic assessment that would just as easily allow them to demonstrate mastery of the content.
I'm not saying scrap tests and written assessments. But I am saying it's our job to change the mindset by helping students understand their learning style and introducing them to tools, resources, and means of using those learning styles to demonstrate mastery or competency.
It's also helpful in promoting accountability and in helping see their progress through the course as a whole. By many traditional means of assessment, student can "earn" (and I use that term loosely) a "passing score" (however your district defines that) and still have not mastered the standards. In courses like math and science where each unit builds upon skills learned in the previous unit, mastery or competency is important. I like the idea of requiring a cut-score on each part of a test where the questions have been arranged by standard or competency. And, as stated in the module, I like that alternate assessment pathways help students (and us teachers) see that competency "focuses on what students should be able to do after successfully completing a course instead of listing things they should have learned."
Artifact: Submit both a screenshot of the structure and a detailed explanation of why you created the structure that way. Include a discussion of the various pathways a student may go through to attain the competencies in the unit and document all in your blog.
Standard, Domain, and Strand:
SB6. Obtain, evaluate, and communicate information to assess the theory of evolution.
a. Construct an explanation of how new understandings of Earth’s history, the emergence of
new species from pre-existing species, and our understanding of genetics have influenced our
understanding of biology.
Competencies/Learning Objectives:
- Evaluate people and influences that shaped Darwin's understanding of the natural world.
- Hutton and Lyell's theories on an ancient earth
- Malthus' theories on populations and competition
- Lamarck's theory of inheritance of acquired traits
- Voyage on HMS Beagle
- Communicate how these influences and his own personal experience shaped his theory of evolution by natural selection.
Structure:
Students in the blended biology classroom will be provided multiple opportunities to access and attain the content that are tailored to their individual interests and learning styles. These include direct instruction in synchronous sessions, asynchronous learning through discussion boards, virtual reality using Google Maps, and more (see below). They will also have choice and voice in how they demonstrate their mastery of the learning objectives. This includes concept mapping, creative writing, interactive practice, and more.
Pathways to Attain and Demonstrate Competencies:
Students have two major pathways to attain and demonstrate the competencies. Traditional learning experiences and assessment (i.e. guided instruction later followed by a test) and self-directed, differentiated learning experiences. Students who choose a more traditional route must demonstrate mastery on a test that is divided into multiple sections, each covering topics such as: ideas that shaped Darwin, components of Darwin's theory of evolution by natural selection, supporting information for Darwin's theory, applications of Darwin's theory.. Students must score at least 70% on each subsection of the test, to move forward to the next unit.
Otherwise, students may demonstrate the competencies by choosing from a menu of options. Each would have a rubric associated with it that details the criteria for such a project. The content expectations are the same as that of the traditional test described above. Whether a student creates one artifact that encompasses them all or creates multiple smaller artifacts to address each subtopic is at the discretion of the student and under the guidance of the teacher.
Reflections:
I really like the idea of competency-based learning, especially after my own personal experience with it when completing a competency-based master's program in science education. However, I find that students are often not as comfortable in using "alternate" or "other" forms of assessment to demonstrate their mastery because they are so accustomed to taking tests to accumulate points. They often fail to realize that there are other means of authentic assessment that would just as easily allow them to demonstrate mastery of the content.
I'm not saying scrap tests and written assessments. But I am saying it's our job to change the mindset by helping students understand their learning style and introducing them to tools, resources, and means of using those learning styles to demonstrate mastery or competency.
It's also helpful in promoting accountability and in helping see their progress through the course as a whole. By many traditional means of assessment, student can "earn" (and I use that term loosely) a "passing score" (however your district defines that) and still have not mastered the standards. In courses like math and science where each unit builds upon skills learned in the previous unit, mastery or competency is important. I like the idea of requiring a cut-score on each part of a test where the questions have been arranged by standard or competency. And, as stated in the module, I like that alternate assessment pathways help students (and us teachers) see that competency "focuses on what students should be able to do after successfully completing a course instead of listing things they should have learned."
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