Designing Proficiency-Based Assessments, Lumbra, Summer 2019

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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 Objectives

Course Goals:

Reflect on current assessment practices

Identify systemic shifts in current assessment practices

Increase student involvement in assessment

Course Objectives:

1. Design learning targets that are proficiency-based.
2. Design gradations of learning that support proficiency-based assessment processes.
3. Design instruction that uses learning targets effectively.
4. Use reflection as part of the instructional and assessment process.
5. Describe how proficiency-based assessment is a process.
6. Describe how instruction, assessment, and curriculum are interrelated parts of the proficiency-based assessment process.
7. Describe the role of reflection in a proficiency-based system.

Required Texts

Required texts are not included in the course tuition.

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) 770-7060

Register online now!