|In the Beaverton Elementary School Proficiency Learning System,
students know the exact learning targets and skills needed to demonstrate
academic growth in proficiency of content in a particular course. There is
greater Clarity, Consistency, and Truth about student achievement in a
proficiency-based learning system.
||There are clear learning targets for each class that ensures the teacher knows what to teach, the students know what they need to learn, and the parents know and receive accurate information about the progress their student is making.
||Common learning targets at all middle schools, for every subject and at every grade ensure that teachers are able to determine a student's level of proficiency based on the evidence produced over a period of time and in a variety of settings. Teachers would align expectations so they are consistent across the district, and determine the most effective activities and assessments to produce highly proficient student work.
||Teachers regularly record and report individual student achievement on each of the learning targets. Student behaviors will be reported separately from student achievement. Behaviors and other factors would no longer be reflected in student learning outcomes.
"Schools must no longer be places where some succeed at learning while others
tumble into inevitable failure. Rather, they must become places where all students
meet pre-specified academic achievement standards….As a result of this change in
mission, assessment practices developed to separate the successful from the
unsuccessful now must become practices that support the learning of all students,
helping them master those required standards."
Rick Stiggins, Assessment Manifesto (2008)
Last Updated: January 18, 2010