Reinventing Crediting for Competency-Based Education explores one of the most promising competency-based crediting models, the Mastery Transcript Consortium.
Reinventing Crediting for Competency-Based Education explores one of the most promising competency-based crediting models, the Mastery Transcript Consortium.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Jonathan E. Martin is an Arizona based consultant and writer on 21st century learning and assessment. Among his recent affiliations and client organizations are ACT Inc., Mastery Transcript Consortium, EdLeader21, National Association of Independent Schools, Enrollment Management Association, Blackbaud, INDEX, and Think Through Math. From 1996 to 2012 he served as Head of School at three independent schools in California and Arizona, most recently at St. Gregory College Preparatory School in Tucson.
Inhaltsangabe
Foreword by Kevin Mattingly Meet the Author Acknowledgements Chapter 1: Introduction Chapter 2: Competency-Based Crediting Models from Higher Ed and Abroad Chapter 3: The Mastery Transcript Consortium Chapter 4: Elements of the New Model 1. Defining and illustrating competencies and how they are developed 2. Establishing learning opportunities by which students can earn competencies 3. Collecting and curating student work in digital portfolios 4. Assessing competencies, particularly with rubrics 5. Using new transcript types to report earned competencies Chapter 5: Downstream Effects on Schools and Systems, Curriculum, and Instruction Chapter 6: Learning from Experience: Case Studies of Competency Based Learning Transformation Chapter 7: Planning the Shift: A Game Plan Chapter 8: Perspectives from Higher Education Chapter 9: Conclusion
Foreword by Kevin Mattingly Meet the Author Acknowledgements Chapter 1: Introduction Chapter 2: Competency-Based Crediting Models from Higher Ed and Abroad Chapter 3: The Mastery Transcript Consortium Chapter 4: Elements of the New Model 1. Defining and illustrating competencies and how they are developed 2. Establishing learning opportunities by which students can earn competencies 3. Collecting and curating student work in digital portfolios 4. Assessing competencies, particularly with rubrics 5. Using new transcript types to report earned competencies Chapter 5: Downstream Effects on Schools and Systems, Curriculum, and Instruction Chapter 6: Learning from Experience: Case Studies of Competency Based Learning Transformation Chapter 7: Planning the Shift: A Game Plan Chapter 8: Perspectives from Higher Education Chapter 9: Conclusion
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