{"id":10746,"date":"2016-10-19T10:00:00","date_gmt":"2016-10-19T14:00:00","guid":{"rendered":"http:\/\/tiie.w3.uvm.edu\/blog?p=10746&preview=true&preview_id=10746"},"modified":"2019-10-15T11:02:01","modified_gmt":"2019-10-15T15:02:01","slug":"scales-for-assessment","status":"publish","type":"post","link":"https:\/\/tiie.w3.uvm.edu\/blog\/scales-for-assessment\/","title":{"rendered":"4 ways to begin using scales for assessment"},"content":{"rendered":"

Getting started assessing proficiency<\/h4>\n

\"proficiency-basedSchool systems in Vermont and elsewhere are in the midst of a shift to proficiency-based learning. At the early stages, this\u00a0transformation\u00a0can feel overwhelming even for educators, even if they’re excited by the idea.<\/p>\n

Where to start?<\/p>\n

Start with scales for assessment.<\/p>\n

<\/p>\n

What is proficiency-based learning?<\/h4>\n

My favorite definition of proficiency-based learning, currently,\u00a0comes from CompetencyWorks<\/a> (they call it “competency-based education,” but it’s the same thing):<\/p>\n

“The term competency-based education, as defined by CompetencyWorks, refers to a systems model in which (1) teaching and learning are designed to ensure students are becoming proficient by advancing on demonstrated mastery and (2) schools are organized to provide timely and differentiated support to ensure equity. A competency-based structure enables personalized learning to provide flexibility and supports to ensure mastery of the highest standards possible. With clear and calibrated understanding of proficiency, learning can be tailored to each student\u2019s strengths, needs, and interests and enable student voice and choice in what, how, when, and where they learn.<\/strong>” (emphasis mine)<\/p><\/blockquote>\n

Note that this is a systems-level change with implications for scheduling, staffing, reporting, promotion\/retention, and even the entire age-driven grade-level system!<\/p>\n

At the classroom level, though, the key lies in the bolded part of the definition.<\/p>\n

How can we assess proficiency?<\/h2>\n

With learning scales.<\/h3>\n

\"scales<\/p>\n

Clarity on the destination allows personalized learning and flexible pathways to flourish. Susan Hennessey’s recent blog post<\/a> provides some great examples from Peoples Academy Middle Level in Morisville, Vermont, of using learning scales to support rich learning opportunities.<\/p>\n

Learning scales promote clarity by supporting transparent learning progressions for students,\u00a0structured feedback from teachers, and differentiated student-driven learning experiences.<\/p>\n

Here are 4 ways teachers can start incorporating learning scales into their classroom:<\/h4>\n

1. Introduce students to the concept of learning scales<\/h4>\n

Learning scales are similar to rubrics\u00a0but are written from a student’s perspective and focus on what they can<\/strong><\/em> do.<\/p>\n

A way to get started with students is to introduce the concept of scales in a fun way. Here’s an example from Harwood Union Middle School in Duxbury, Vermont, where students were asked to create a scale related to something that they enjoy and are really good at.<\/p>\n

If you look down at the bottom of the image, you can see where the student entered in their own personal definitions of what it means to be Beginning, Emerging, Proficient and Advanced with origami.<\/p>\n

\"origami-pic\"<\/a><\/p>\n

 <\/p>\n

In addition to helping students see scales as learning progressions, this activity gets them reflecting on how they achieved mastery at something and how this process applies to school.<\/p>\n

2. Use learning scales to plan<\/h4>\n

This entry point can look a lot like the\u00a0backwards design process:<\/a><\/p>\n