Remember: the three pillars of CLT, CBE/CBLT, and SBE - along with implementing student and educator feedback - shape the ProficiencyBuilder Model.

 

So, to review, the model can be summarized for either individual classroom teachers or program administrators as follows:

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Instructor Level

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The Instructor-Level model aims to implement competency-based learning within an individual course. Students  demonstrate competency in 92-99.9% of the student learning outcomes, or SLOs, in addition to any proficiency benchmarks for the course. Homework and participation are isolated and monitored separately from the SLOs. During the course, learners become aware of their individual strengths and deficiencies and are "coached" by the instructor on any underdeveloped competencies. Real-world, authentic assessments are emphasized. Meaningful corrective feedback is provided and students are given multiple opportunities to demonstrate competency as per the course re-assessment plan. Classroom instruction emphasizes communicative language teaching.

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Program Level

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The Program-Level model aims to strategically onboard all of a language program's instructors to competency-based learning (as defined by the Instructor-Level model, above). It ensures stakeholder needs concerning proficiency benchmarks, conceptual knowledge, and isolated skills are reflected within the program curriculum. Additionally, the model works to accelerate and deepen target language proficiency by maximizing how often classes meet, providing resources - including a co-requisite personal assistant (PA) course - to students that address their barriers to language learning, integrating the four language domains, and providing comprehensible input through the use of technology. Placement considers multiple measures, implements faculty advising, and defines a proper acceleration protocol for students whose proficiency develops quickly.

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