Designing Proficiency-Based Assessments, Lumbra, Fall 2019
||EDU 5515 C32
|Dates and Times:
||October 21-December 16, 2019. Online using Canvas.
||3 Graduate Credits
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
- Reflect on current assessment practices
- Identify systemic shifts in current assessment practices
- Increase student involvement in assessment
- Identify the role of assessment in a proficiency-based system.
- Distinguish between evidence and assessment.
- Define “proficient”.
- Design a system for tracking progress in a proficiency-based system.
- Identify the role of learning targets in assessment cycles in a proficiency-based system.
- Design assessments that can be used as evidence of learning.
- Describe the role of reflection in a proficiency-based system
Responses to reading
Learning Scale design
Design assessments that support proficiency-based learning
Costs, if any, for the required readings are not included in the course cost.
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