Outcome and Competency Based Assessment: A Student Guide

Robert Thirsk High School

Outcome & Competency-Based Assessment

1.! What is it? 2.! What does it look like? 3.! How will it help me? 4.! Frequently Asked Questions (FAQs)

What is Outcome/Competency Based Assessment?

What will it look like?

What will it look like?

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August 26, 2013

What will it look like?

When you see your marks, it might look something like this

Competencies

A competency is an interrelated set of attitudes, skills and knowledge that is drawn upon and applied to a particular context for successful learning and living. Competencies are developed over time and through a set of related learner outcomes. The following competency groupings contain descriptions of the attitudes, skills and knowledge that contribute to students becoming engaged thinkers and ethical citizens with an entrepreneurial spirit.

Competencies
Not Yet Basic Adequate Competent Skilled Exemplary

Knowing How I Learn

Student makes very limited attempts at goal setting or selfasses. Student generally avoids selfadvocacy and selfdirected learning. Rarely attempts learning strategies that have been suggested. Is often disengaged as a learner Makes very limited attempts to generate possibilities or evaluate ideas in order to determine a course of action. Student makes basic attempts at goal setting and selfassessment. Often needs encouragement with self-advocacy and is receiving significant support towards becoming a selfdirected learner. Is relying on others for strategies. Is often disengaged as a learner. Goals and self-assessment are general and attempted. Needs support in advocacy and progressing as a selfdirected learner. Is showing evidence of engagement and is implementing some strategies for learning. Goals are straightforward and self-assessment is satisfactory clear/appropriate. Oftentimes advocates for learning needs to show investment in learning. A selfdirected learner who regularly utilizes 1 or more effective strategies for learning.. Goals are specific, varied and the self-assessment is often thoughtful and realistic reflection. Often effectively advocates for learning needs to show investment and pride in learning. A self-directed and curious learner who effectively applies increasingly varied and complex strategies for learning. Goals are closely monitored and consistently reflect thoughtful and realistic selfassessment. Consistently and effectively advocates for learning needs to show investment and pride in learning. A self-directed and curious learner who applies and can articulate the use of multiple, complex and highly effective strategies for learning. Anticipates, generates and communicates precise and multiple possibilities. Evaluates highly challenging problems successfully in order to determine a complex course of action. Cultivates multiple precise connections within the course (new experiences and ideas) and the outside world. Sophisticated understanding of the dimensions of health and their impact on overall wellbeing and success as a learner.

Identifying & Solving Problems

Generates simplistic or limited possibilities and shows an ability to evaluate simple problems in order to determine a limited course of action. Generates some adequate possibilities and shows an ability to evaluate simple ideas in order to determine a basic course of action. Generates several appropriate possibilities. Able to evaluate increasingly complex problems in order to determine an effective course of action. Considers and generates multiple specific possibilities. Evaluate challenging problems effectively in order to determine a detailed course of action.

Makes limited attempts to make connections within the course. Rarely attempst to consider the dimensions of health and their impact on overall wellbeing and success as a learner.

Identify and apply career and life skills through personal growth and well being
Makes simplistic connections within the course (new experiences and ideas) and the outside world. Limited understanding of the dimensions of health and their impact on overall wellbeing and success as a learner. Makes general connections within the course (new experiences and ideas) and the outside world. Has an emerging understanding of the dimensions of health and their impact on overall wellbeing and success as a learner. Makes appropriate connections within the course and new experiences and ideas. Has a satisfactory understanding of the dimensions of health and their impact on overall wellbeing and success as a learner. Makes specific and effective connections within the course (new experiences and ideas) and the outside world. Thoughtful understanding of the dimensions of health and their impact on overall wellbeing and success as a learner.

Rarely participates in inquiry, critical, reflective and creative thinking and reasoning. Demonstrates a limited ability to consider ethical, social, personal or global consequences of decision-making.

Participates in inquiry, critical, reflective and creative thinking and reasoning with support. Demonstrates a basic awareness of the ethical, social, personal or global consequences of decisionmaking.

Participates in inquiry, critical, reflective and creative thinking and reasoning with support. Often times demonstrates an awareness of the ethical, social, personal or global consequences of decisionmaking.

Think Critically

Engages in inquiry, critical, reflective and creative thinking and reasoning. Frequently demonstrates an awareness of the ethical, social, personal and global consequences of decisionmaking.

Engages in effective inquiry, critical, reflective and creative thinking and reasoning. Is proficient at identifying the ethical, social, personal and global consequences of decision-making.

Seeks deliberate inquiry, critical, reflective and creative thinking and reasoning with an awareness of the ethical, social, personal and global consequences of decisionmaking.

Competencies
Not Yet Shows limited respect for the beliefs, perspectives and choices of others. Rarely engages in environmental steward opportunities in our school, local and/or global community. Makes little attempt to take an independent role as a responsible citizen within our school, local and/or global communities. Rarely participates in capacity building tasks and does not see the value in affecting positive change in the community. Has a narrow understanding the role of disciplines (math, science, English, social studies, Physical Education, Drama, etc) in society and throughout history; therefore, connections to real-world phenomena are incomplete. Makes limited connections. When conducting an inquiry, selects limited or inappropriate texts. The organization of the material falters and/or is ineffective. Summary of sources is incomplete. Forms limited generalizations and conclusions. Reviews inquiry or research process and findings, but conclusions are unfinished. Basic Demonstrates basic respect for the beliefs, perspectives and choices of others. Is engaging in environmental steward opportunities in our school, local and/or global community with support. Is starting to take an independent role as a responsible citizen within our school, local and/or global communities. Demonstrates some enthusiasm in capacity building tasks and sometimes may not see the value in affecting positive change in the community. Has a basic understanding of the role of disciplines (math, science, English, social studies, Physical Education, Drama, etc) in society and throughout history. Connections to realworld phenomena are basic. Adequate Demonstrates a respect for the beliefs, perspectives and choices of others some of the time. Is discovering how to be an environmental steward in our school, local and/or global community and at times attempts to take a role as a responsible citizen within our school, local and/or global communities. Sometimes engages in capacity building tasks and sees the value in affecting positive change. Has an understanding of the role of disciplines (math, science, English, social studies, Physical Education, Drama, etc) in society and throughout history. Connections to realworld phenomena are adequate. Competent Demonstrates a respect for the beliefs, perspectives and choices of others most of the time. Is an attentive environmental steward in our school, local and/or global community. Takes a role as a responsible citizen within our school, local and/or global communities. Is building capacity and affecting positive change in the community. Sees value in the role of disciplines (math, science, English, social studies, Physical Education, Drama, etc) in society and throughout history. Connections to real-world phenomena are straightforward. Skilled Demonstrates a considerate respect for the beliefs, perspectives and choices of others. Is a mindful environmental steward in our school, local and/or global community.Takes an active role as a responsible citizen within our school, local and/or global communities. Has shown ability to build capacity to affect positive change in the community. Values the role of disciplines (math, science, English, social studies, Physical Education, Drama, etc) in society and throughout history. Explores thoughtful connections to real-world phenomena. Exemplary Demonstrates an empathetic respect for the beliefs, perspectives and choices of others. Is an exceptional leading environmental steward in our school, local and/or global community. Takes a powerful role as a responsible citizen within our school, local and global communities. As shown outstanding ability to build capacity to affect positive change in the community. Appreciates the role of disciplines (math, science, English, social studies, Physical Education, Drama, etc) in society and throughout history. Explores sophisticated connections to real-world phenomena.

Demonstrate Global & Cultural Understanding

Manage Information
Makes basic connections. When conducting an inquiry, selects simple texts. The organization of the material may falter. Summarizes sources with basic detail. Forms simplistic generalizations and conclusions. Reviews inquiry or research process and findings, but conclusions are partial or basic. Connects new knowledge with prior experiences. When conducting an inquiry, selects difficult texts and organizes information successfully. Evaluates sources appropriately with some detail. Forms straightforward generalizations and conclusions. Reviews inquiry or research process and findings to draw direct conclusions. Competently connects new knowledge with prior knowledge, other disciplines, historical, or experiences. When conducting an inquiry, selects complicated texts and organizes information effectively. Evaluates sources in detail. Forms considered generalizations and conclusions. Reviews inquiry or research process and findings to draw creative conclusions. Skillfully connects new knowledge with prior knowledge, other disciplines, historical, or experiences. When conducting an inquiry, selects complicated texts and organizes information effectively. Evaluates sources in detail. Forms considered generalizations and conclusions. Reviews inquiry or research process and findings to draw creative conclusions. Sophisticatedly connects new knowledge with prior knowledge, other disciplines, historical, or experiences. When conducting an inquiry, selects complex texts and organize information effectively. Evaluates sources thoughtfully and thoroughly. Forms perceptive generalizations and conclusions. Reviews inquiry or research process and findings to draw innovative and original conclusions.

More competencies!
Not Yet Little work is produced; therefore, does not engage in the revision process or engage prior knowledge to increase abilities and understanding. Does not take risks in performing tasks or problem solving. Basic Work production is basic. With support, is engaging in the revision process or engage prior knowledge to increase abilities and understanding. Takes some risks in performing tasks or problem solving. Adequate Produces simplistic work. Revises, rethinks, and restructures existing ideas to demonstrate better understanding with encouragement and support. Hesitates or needs to be directed to engage prior knowledge to increase abilities and understanding. Is uncertain in taking risks or takes inappropriate risks in performing tasks and needs support with problem solving. Competent Skilled Produces refined and creative work. Thoughtfully revises, rethinks, and restructures existing ideas to demonstrate deeper understanding. Uses prior knowledge to extend abilities and understanding. Take risks in performing tasks and persists to demonstrate a creative approach to problem solving. Exemplary Produces sophisticated, innovative and original work. Rigorously revises, rethinks, and restructures existing ideas to demonstrate richer understanding. Uses prior knowledge to extend and enhance abilities and understanding. Take risks in performing tasks and perseveres to demonstrate an innovate approach to problem solving.

Innovate/Create
Produces well considered work. Revises, rethinks, and restructures existing ideas to demonstrate better understanding. Uses prior knowledge to increase abilities and understanding. Take well-intended risks in performing tasks has shown innovative approaches to problem solving.

Makes little attempt to apply literacies. Rarely demonstrates responsible use of technology. Rarely attempts to use technology to support learning.

Is learning to apply 1 literacy effectively. With support, is able to demonstrate responsible use of technology. Has considered choices in using technology to support learning.

Applies 1 literacy effectively. Needs support to use technology responsibly and respectfully. Is learning 1 tool of technology, and not yet using technology to learn. With help is exploring choices in using technology to support learning.

Apply Multiple Literacies

Applies 2-3 literacies effectively. Demonstrates responsible and respectful use of technology. Is learning technology, and not yet using technology to learn. Is exploring choices in using technology to support learning.

Applies 3-5 literacies thoughtfully and effectively. Demonstrates responsible and respectful use of technology. Uses technology to learn, grow or communicate. Makes well considered choices in using technology to support learning.

Applies multiple literacies with artistry. Demonstrates responsible and respectful use of technology. Uses technology to aid learning, grow and communicate. Utilizes technology to support learning needs skillfully and effectively.

Demonstrate Collaboration Skills

Makes little attempt at a leadership role in the learning community processes. Makes little attempt to take ownership for contributions to the learning community. Rarely considers the impact of language and images. Is often disrespectful in interactions with others. Takes a basic leadership role in the learning community processes. Struggles to maintain individuality within the learning community. Takes ownership for contributions to the learning community. Often needs reminders to consider the impact of language and images. Often needs reminders to be respectful in interactions with others. With encouragement shares a minor leadership role within the learning community processes. Often times, demonstrates an ability to express individuality within the learning community. Often times takes ownership for contributions to the learning community. An often time considers the impact of language and images. Seldom is respectful in interactions with others. Communicates ideas and information in a limited or disorganized manner. Encourages others or shares a small leadership role within the learning community processes. Demonstrates an ability to express individuality within the learning community. Takes ownership for contributions to the learning community. Considers the impact of language and images. Frequently is respectful in interactions with others. Communicate ideas and information in an appropriately organized manner. Takes a leadership role, encourages others or shares the leadership role within the learning community processes. Demonstrates a maturing ability to express individuality within the learning community. Takes ownership for meaningful contributions to the learning community. Reflect upon and considers the impact of language and images. Is respectful in interactions with others. Communicate ideas and information in an informed and organized manner. Takes a leadership role, encourages others and shares the leadership role within the learning community processes. Demonstrates a matured ability to express individuality within the learning community. Takes ownership for significant contributions to the learning community. Appreciates the impact of language and images. Is considerate and respectful in interactions with others. Articulates ideas and information in an informed, organized, original and persuasive manner.

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And last but not least of the competencies!

Not Yet Makes little attempt to seek challenge. Would benefit from taking advantage of the opportunity to retry, relearn or redo an assignment or task. Show little curiosity and/or joy in subjects/tasks. Basic With support is challenging oneself in learning. Would benefit from taking advantage of the opportunity to retry, relearn or redo an assignment or task. Demonstrates curiosity and/or joy in subjects/tasks or only in tasks that are comfortable. Adequate Is adequately challenging oneself in learning. Has taken advantage of the opportunity to reflect, retry, relearn or redo an assignment or task. Demonstrates curiosity and/or joy in most subjects/tasks. Competent Seeks some challenge in learning. Views failures as a learning opportunity. Demonstrates curiosity and/or joy in most subjects/tasks. Skilled Seeks challenge and balance in learning and recognizes the delicate interplay between perfectionism high standards. Isnt afraid to take risks or reflect on failures as a learning opportunity. Demonstrates curiosity and/or joy in all learning. Exemplary Seeks challenge, balance and wellbeing in learning and reflects on the delicate interplay between perfectionism and high standards. Isnt afraid to take risks or fail and reflects on failures in order to deepen learning. Demonstrates boundless curiosity and/or joy in learning.

Create Opportunities through play, imagination, reflection, negotiation and competition.

We wont be working on every competency in every assignment!! Competencies are addressed when it makes sense with the outcomes.

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What are the Advantages of Outcome/ Competency-Based Assessment?

In order to learn, you need information about what you want to be able to understand and do, and what you currently understand and can do, so that any gap between the two can be made apparent. Learning is about attempts to reduce the gap. Assessment is the process of gaining information about the gap.
Absolum, (2006) in Supporting Handbook for Assessment, Evaluation, and Reporting of Student Learning: A Toolbox fro Educators. Foothills School Division #38, (2009).

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Advantage #1

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Advantage #2

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Advantage #3

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Advantage #4

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Advantage #5

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Frequently Asked Questions (FAQs)

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What about my college applications?

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What if I just dont want to do it and I am willing to take a zero?

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Other questions?

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So now lets look at the ESSENTAIL OUTCOMES AND COMPETENCIES we will be learning in our first unit

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