{"id":11155,"date":"2016-12-04T09:42:27","date_gmt":"2016-12-04T13:42:27","guid":{"rendered":"http:\/\/tiie.w3.uvm.edu\/blog\/?p=11155"},"modified":"2017-06-25T12:56:10","modified_gmt":"2017-06-25T16:56:10","slug":"shifting-assessment-in-proficiency-based-classrooms","status":"publish","type":"post","link":"https:\/\/tiie.w3.uvm.edu\/blog\/shifting-assessment-in-proficiency-based-classrooms\/","title":{"rendered":"Assessment in Proficiency-Based Classrooms"},"content":{"rendered":"<h1>3 examples using blended learning<\/h1>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-11298\" src=\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2016\/11\/proficiencies.jpg\" alt=\"assessment in proficiency-based classrooms\" width=\"150\" height=\"150\" \/>Let&#8217;s explore how some Vermont teachers are shifting their instruction and assessment practices to move all students toward proficiency. Three different educators have changed the way they assess proficiency in their classrooms. Each has created a way for students to have control over the pacing of instruction and have included students in monitoring progress and growth, using a blended learning environment.<\/p>\n<p><!--more--><\/p>\n<p>For those of you unfamiliar with Proficiency-Based Learning, or interested in a primer, I highly recommend <em><a href=\"https:\/\/vimeo.com\/180438476\">What&#8217;s the Deal with Proficiency-Based Learning?<\/a>\u00a0\u00a0<\/em><\/p>\n<p>The video emphasizes shifts in both grading practices and instructional shifts, shifts involving time and pace. These are the types of shifts necessary in a proficiency-based system. And t<span style=\"font-weight: 400;\">he student narrators remind viewers the shift means \u201cshaping your own education and monitoring your own progress.&#8221;\u00a0<\/span><\/p>\n<p><iframe loading=\"lazy\" title=\"What&#039;s the Deal with Proficiency-Based Learning?\" src=\"https:\/\/player.vimeo.com\/video\/180438476?dnt=1&amp;app_id=122963\" width=\"525\" height=\"295\" frameborder=\"0\" allow=\"autoplay; fullscreen; picture-in-picture; clipboard-write\"><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<h2>Assessment shifts in action with blended learning<\/h2>\n<p>The following videos demonstrate how Vermont teachers are experimenting with pace and progress monitoring in a proficiency-based system through blended learning.<\/p>\n<p><span style=\"font-weight: 400;\">The tools used in blended learning environments can support:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">flexible pacing, <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">differentiated instruction, <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">immediate interventions and <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">anytime, everywhere learning.<\/span><\/li>\n<\/ul>\n<p>According to <a href=\"http:\/\/www.inacol.org\/news\/what-is-blended-learning\/\">iNACOL:<\/a><\/p>\n<blockquote><p><span style=\"font-weight: 400;\">\u201cThe most important component of the definition is the \u201celement of student control\u201d emphasizing the shifting instructional models to enable increased student-centered learning, giving students increased control over the <\/span><b>time, place, path, and\/or pace<\/b><span style=\"font-weight: 400;\"> of their learning pathways.\u201d<\/span><\/p><\/blockquote>\n<h3>Proficiency in a math classroom<\/h3>\n<p>Meet Matt Chandler, a 6th grade teacher at Edmunds Middle School. Chandler uses <a href=\"https:\/\/www.canvaslms.com\/k-12\/\">Canvas <\/a>and <a href=\"https:\/\/www.tes.com\/lessons\">Blendspace <\/a>in a 1:1 iPad school.<\/p>\n<p><a href=\"https:\/\/youtu.be\/eZCCew06FDA\">https:\/\/youtu.be\/eZCCew06FDA<\/a><\/p>\n<p>&nbsp;<\/p>\n<h3>Proficiency in a science classroom<\/h3>\n<p>Meet Brian Crane, a 6th grade science teacher at Rutland Town School. Crane uses <a href=\"https:\/\/www.google.com\/edu\/products\/productivity-tools\/classroom\/\">Google Classroom<\/a> and <a href=\"https:\/\/www.gooru.org\/\">Gooru<\/a> in a 1:1 Chromebook school.<\/p>\n<p><a href=\"https:\/\/youtu.be\/hzwO6BV6RAg\">https:\/\/youtu.be\/hzwO6BV6RAg<\/a><\/p>\n<p>Crane has made some of his assessment plans available via Gooru. Check them out:<\/p>\n<p><a href=\"http:\/\/www.gooru.org\/6ac9cda8-2af5-4869-8959-7607fbd9c8d7\/content\/courses\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11299\" src=\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2016\/11\/gooru.jpg\" alt=\"assessment in a proficiency-based classroom\" width=\"749\" height=\"587\" srcset=\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2016\/11\/gooru.jpg 749w, https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2016\/11\/gooru-300x235.jpg 300w, https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2016\/11\/gooru-619x485.jpg 619w\" sizes=\"auto, (max-width: 706px) 89vw, (max-width: 767px) 82vw, 740px\" \/><\/a><\/p>\n<h3><\/h3>\n<h3>And finally, more proficiency in math class<\/h3>\n<p>Paige Emory from Stowe Middle School and Ryan Farran from Lamoille Union Middle School presented their approaches to increasing personalization through proficiencies and pacing in their respective math classrooms at Dynamic Landscapes this May. Check it out:<\/p>\n<p><iframe loading=\"lazy\" title=\"Jun 25, 2017 12:42 PM\" width=\"525\" height=\"394\" src=\"https:\/\/www.youtube.com\/embed\/YLuslL1r4h4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<p>And here is a more detailed description from Ryan demonstrating how he combines the use of <a href=\"https:\/\/www.schoology.com\/\">Schoology<\/a>, <a href=\"https:\/\/www.tes.com\/lessons\">Blendspace<\/a>, <a href=\"https:\/\/www.dreambox.com\/\">Dreambox<\/a>, and Google Slides \u00a0in a 1:1 iPad school.<\/p>\n<p><a href=\"https:\/\/youtu.be\/sM9vOl-p7nw\">https:\/\/youtu.be\/sM9vOl-p7nw<\/a><\/p>\n<p>&nbsp;<\/p>\n<h3>Why Blended Learning (Choice of Path, Pace, Time, or Place)?<\/h3>\n<p>Casey, a student in Matt Chandler&#8217;s class, shared with us that she has struggled with some numeracy concepts. But she described the difference the shift in assessment has meant for her:<\/p>\n<blockquote><p>&#8220;It&#8217;s a little bit harder, you have a little bit more responsibility, but you have a little bit more freedom to do what you want and what helps you.&#8221;<\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<h3>\u00a0How could you adjust your own practice to allow for more student control over their learning?<\/h3>\n<h2><\/h2>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>3 examples using blended learning Let&#8217;s explore how some Vermont teachers are shifting their instruction and assessment practices to move all students toward proficiency. Three different educators have changed the way they assess proficiency in their classrooms. Each has created a way for students to have control over the pacing of instruction and have included &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/shifting-assessment-in-proficiency-based-classrooms\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Assessment in Proficiency-Based Classrooms&#8221;<\/span><\/a><\/p>\n","protected":false},"author":9,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[581],"tags":[37,416],"class_list":["post-11155","post","type-post","status-publish","format-standard","hentry","category-proficiency-based-learning","tag-edmunds","tag-lamoille-union-middle-school"],"_links":{"self":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/posts\/11155","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/comments?post=11155"}],"version-history":[{"count":2,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/posts\/11155\/revisions"}],"predecessor-version":[{"id":18355,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/posts\/11155\/revisions\/18355"}],"wp:attachment":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/media?parent=11155"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/categories?post=11155"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/tags?post=11155"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}