An accountability system that is designed to support CBE and a more personalized approach would enable students to take the state test that is aligned with their achievement level at a time when they (and their teachers) feel they are ready to demonstrate their learning. Some schools may still loosely use grade levels while in others, students may be classified by their current achievement level in specific subjects rather than by their age and how long they have been in school. How far back that back seat is depends on each local system’s approach. Juxtapose this against a CBE system, where a student’s grade level takes a back seat to their progress in mastering specific standards/goals. This means that all students in a particular grade take the same state test within the same time frame during the school year. The design of the current accountability system is rooted in a traditional view of education where students move through school based on “seat-time” and grade levels. As the momentum for CBE is building and more districts and schools are implementing elements of CBE, they are also realizing that our current state accountability system does not support this work. To ensure that every student is postsecondary and workforce ready and to address specific inequities in student achievement, several pioneering districts/schools across Colorado have been cautiously and deliberately moving in this direction. CBE, Continuous Improvement, and State Ratings: Are They Working at Cross Purposes? This has the power to drive a “real world” definition of readiness into the system. For example, many districts/schools are developing capstone projects that require students to present their work to demonstration committees that include industry and community members. Additionally, we have partners in Colorado who are excited about CBE because of the opportunity it presents to shift who determines readiness of a student to move on from high school. When CBE is implemented well, student agency and ownership for their own learning skyrockets.ĬEI’s ongoing commitment to CBE comes from the belief that steps toward a competency-based system are critical if we wish to evolve past the factory model that, despite heroic efforts of many educators, is still evident in the underlying design of the American education system.
Underlying CBE is the fundamental belief that students and teachers have control over the learning process – that is, students can direct their own learning and teachers are empowered to adjust and revise their practice based on student progress. A key component of CBE is a personalized approach that promotes student ownership of learning by tailoring educational experiences to students’ strengths, needs, and interests. By Elliott Asp and Rebecca Holmes | April 30, 2018Īt CEI, we define competency-based education (CBE) as a system in which each student moves through school and graduates based on their demonstrated mastery of a transparent set of knowledge, skills, attitudes and behaviors required for success after high school that is commonly understood by students, teachers and parents.
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