Designing Proficiency-Based Assessments, Lumbra, Summer 2019
||EDU 5515 C54
||Gabrielle Marquette Lumbra
|Dates and Times:
July 8-September 1, 2019. Asynchronous meetings online.
||3 graduate credits
Note: Purchase order or payment of $950, payable to CASTLETON UNIVERSITY, is due at the time of registration. Please mail check to Financial & Registration Services, Castleton University, 62 Alumni Drive, Castleton, VT 05735. To help us ensure that your payment is applied to the correct course, PLEASE WRITE “CFS” IN THE CHECK MEMO LINE. Thank you.
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.
Reflect on current assessment practices
Identify systemic shifts in current assessment practices
Increase student involvement in assessment
- Design learning targets that are proficiency-based.
- Design gradations of learning that support proficiency-based assessment processes.
- Design instruction that uses learning targets effectively.
- Use reflection as part of the instructional and assessment process.
- Describe how proficiency-based assessment is a process.
- Describe how instruction, assessment, and curriculum are interrelated parts of the proficiency-based assessment process.
- Describe the role of reflection in a proficiency-based system.
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
For additional registration information