ProficiencyBuilder Model

What Is It?

Part III: Standards-Based Education

Hang in there. We're almost done with theory. The remaining pillar of the ProficiencyBuilder Model consists of carefully-selected features within standards-based education, or SBE. Although there is significant overlap between concepts within CBE and SBE, SBE distinguishes itself primary through its assessment and grading processes; "a way of thinking about grading and assessment that more clearly communicates...how well learners currently understand the course objectives/standards/competencies" (Townsley, 2014).

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SBE seems to have gotten a bit of slack in public schools in recent years, mostly because some folks feel that the learning experience involves more than the learning outcomes defined by a school or program. There are also old-schoolers who "who are accustomed to letter grades" (Why There is No Letter Grade, Chicago Tribune, 2016).

 

But with SBE, I'm most interested in these common-sense features (Townsley, 2014):

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• Course content is defined in clear, measurable learning outcomes from stakeholders

• Students are required to demonstrate competency in all defined course outcomes

• Gradebook isolates learning outcomes and separately monitors development in each

• Multiple data points relevant to each learning outcome available in order to determine learner readiness

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To learn more about SBE, click here. 

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With the three pillars behind us, let's wrap this up by looking at how the model considers feedback from real language students and instructors. Click below to continue.

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