The Complexities of Assessment

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Assessment is an irrefutable component to the experience of teaching and learning in that it allows for quantifiable and tangible evidence towards an individuals understanding and proficiency in their respective area of study. What is contentious however, is the way assessment and grading is structured, designed, and mandated for use, especially as it applies to public schooling. Factors such as this spark diverse discussion and opinion with regards to how assessment can be improved in various ways.

Standards-Based Grading (SBG) and Competency-Based Education (CBE) are two focal points of those discussions. While these grading philosophies can differ in their implementation and structure, the core of their usage stems from a need to separate and augment the standard models of which preceded them. The aim is no longer to provide assessment based on the learners ability to complete given work and assign percentile grading of course completion, but to consider specified learning outcomes and students discernable competency of the outlined course objectives. However, the means of which that goal is accomplished varies based on standards-based grading and competency-based education. Townsley (2014) elaborates on some of these differences:

SBG is a way of thinking about grading and assessment that more clearly communicates with parents and students how well learners currently understand the course objectives/standards/competencies. CBE is a system in which students move from one level of learning to the next based on their understanding of pre-determined competencies without regard to seat time, days, or hours.

Each of these approaches are part of a recent shift in addressing the need for adjustment in the standards of assessments and grading when applied to students, their academic progression, and the need to more accurately measure their proficiencies.

As someone who resides in the state of Texas, should I decide to work in the education system in the future, further analysis of the TEKS standards will be a central part of that possibility. Understanding the TEKS system and individual applications of those standards based on content and subject will allow for me to navigate any challenges that arise from how my own assessment and grading standards would be deployed.

For reference in the future, I’ve listed the following blog centered on competency-based education from The Aurora Institute that provides substantial information, original research/knowledge, and updates regarding competency-based initiatives for grades K-12 (This is also where one of the weekly readings by author Matt Townsley originated from):

https://aurora-institute.org/blogs/competencyworks-blog/

Reference List

Townsley, M. (2014, November 11). What is the Difference between Standards-Based Grading (or Reporting) and Competency-Based Education? Aurora Institute. https://aurora-institute.org/cw_post/what-is-the-difference-between-standards-based-grading/

Comments

  1. UnknownApril 11, 2021 at 11:34 PM

    Firstly, I really like the name of your blog site. So clever.
    I really feel as if assessment is where CBL and SBL differ mostly. The design of an assessment is so important. Students should feel that the assessment was a learning experience. In my experience as an educator in K12, assessment was difficult to manage timewise with effective feedback. It seemed as if the testing were many times about teaching to the test instead of teaching critical evaluation. Students get so tired of testing. I wonder how assessments could be designed so that it was inherent in instruction and students did not know it was a test. Of course the feedback from any assessment is critical, but I would love to hear your ideas on what that type of assessment strategy might be. Great read. Thanks.

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