PACE is a first-in-the-nation accountability strategy that offers a reduced level of standardized testing together with locally developed common performance assessments. These assessments are designed to support deeper learning through competency education, and to be more integrated into students’ day-to-day work than current standardized tests. Meaningful assessment is a key part of a strategy to ensure students are getting the most out of their education.
This K-12 system will build on New Hampshire’s competency work, including the development of statewide college and career ready competencies, and will be one component of the New Hampshire student assessment system. The PACE accountability option provides districts with an alternative route of demonstrating measurable progress in student outcomes in the New Hampshire competencies, the Work-Study Practices, and other important measures. It enables districts to emphasize meaningful content, high quality instruction, and deep student engagement. The PACE option will have multiple components, but performance assessment will be a central feature. In this first year, PACE districts will report on ELA, mathematics, science, and the Work-Study Practices. As New Hampshire develops further competencies, social studies, the arts, and other content areas will become a part of the PACE system.
Competencies are specific and observable learning outcomes. The goal of competency-based learning is to ensure that students are able to demonstrate knowledge, skills, and dispositions that are important to success in school, higher education, careers, and life.
The Remake Learning Competencies form the foundation of learning pathways that connect students to opportunities offered by schools, afterschool programs, cultural organizations, and online learning resources. By working together across boundaries, organizations offering learning experiences—in school, out of school, and online—can create pathways to opportunity for all students.
he University of Notre Dame will share its pilots and preliminary results that explore the intersection of digital badges and ePortfolios in order to create a more relevant currency between today's colleges and employers. Our employer advisory board focus group results will be presented to show how and when today's employers want to utilize the ePortfolio to assist in the hiring process. In addition, we will present our initial challenges and lessons learned through the design and implementation of using digital badges and ePortfolios with our business college to capture, recognize, channel and specifically connect student career ePortfolios with evidence-based skills for the employer stakeholder.
This presentation focuses on the prospects of using ePortfolios as an assessed component by exploring examples and an ePortfolio assessment rubric from Coventry University’s Pre-sessional English programme. Assessed ePortfolios can include an integrated skills assessment and reflection component which together can be assessed formatively and/or summatively. Given the dynamic nature of ePortfolios, students stand to gain both academically and professionally.
Badges have garnered great interest among scholars of digital media and learning. In addition, widespread initiatives such as Mozilla’s Open Badge Framework expand the potential of badging into the realm of open education. In this paper, we explicate the concept of open badges. We highlight some of the ways that researchers have examined badges as part of educational practice and also highlight the different definitions of open-ness that are employed in popular and scholarly thought. By considering badges from three different perspectives (motivation, pedagogy, and credential) and the concept of openness from three different perspectives (production, access and appropriation) we develop a framework to consider the tensions where these competing conceptions meet. This explication illuminates how the ideas of open and badges intersect, and clarifies situations where these concepts come into direct conflict or mutually enhance each other. Our analysis pinpoints and elucidates particular areas where research is needed to better understand the complex phenomenon of open badges, and also offers design considerations for developers, educators, and organizations that are actively involved in open badges.
If schools hope to prepare students for an unknown future, they must make technology easy to use -- through hardware, software, mindset, and practice.
Open Badges best friends to ePortfolio practitioners and best foes to ePortfolio platforms? Let’s face it: the ePortfolio platforms of today are not that different from those that existed 10 years ago and many ePortfolios do not use any dedicated ePortfolio platform. If ePortfolio platforms want to keep up with innovation they will have to do much better than adding a layer of Open Badges; they might want to reinvent themselves from Open Badges.
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