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| Next Gen Learning in Action |
One of the tenets of mastery/competency-based learning is the idea that students' progress is based on what they show that they know and can do. In the case of high schools, for example, you graduate when your work shows that you have mastered a set of content or skills that would constitute being college or career ready. Your high school trajectory is based on your progress from wherever you start to this fixed point.
This makes a whole lot more sense to me than basing progress on age or "time served," which is what most schools do. And yet the notion of a single, absolute standard never felt quite right, either. For one thing, I'm not sure that college or career ready means the exact same thing for all students. But more than that, growth and improvement mean as much to me as the actual standard attained. Do I really want to tell a student who has come into high school well behind his or her peers that they need an extra year or two to finish, even as they are growing and improving daily? Do I really believe that student will be less prepared for college or work?...
Let's consider two hypothetical "good" students. Student A turns in high-quality work that scores well on our rubrics, but their process is a black box. They tend to go it alone, don't ask for or use feedback, and avoid working with classmates. Student B turns in work that's more uneven in terms of final product, but they work hard to track work and deadlines, seek and incorporate feedback, revise and improve their work, and communicate well with classmates and teachers alike.
If we're focused on mastery of content and quality of final product, we probably think Student A is the stronger one. But if I had to place a bet on which of these two young people had better college or work prospects (or if you asked me to hire one of them), give me Student B any time.
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Source: Education Week
