Term
Fall 2024
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Kelly Killorn
Content Expert
Deanna Enstad
Abstract
Models of student learning and assessment have evolved dramatically since the systemization of learning in post-Renaissance Europe and its colonies. The recent emergence and challenges of a competency-based learning model have led many school districts in the United States to begin implementing a grading system more closely aligned with this novel model of learning. This capstone first considers the deficiencies in both traditional and standards-based grading systems to ultimately answer the primary question, How can competency-based grading foster deeper and more authentic student learning experiences? A review of the existing literature concludes that the implementation of a competency-based grading system designed and embedded with transferrable, skill-based competency criteria allows for opportunities that challenge students to make use of higher-order thinking skills, which can best be achieved through more authentic learning and assessment experiences. A unit designed for a middle school geography classroom was drafted to exemplify these conclusions.
Project Type
Curriculum
Keywords
Assessment, Curriculum, Grades/ Student Performance, Teachers/ Teaching
Recommended Citation
Deslauriers, Ryan, "Competency-Based Grading: Fostering Deeper and More Authentic Student Learning" (2024). School of Education and Leadership Student Capstone Projects. 1078.
https://digitalcommons.hamline.edu/hse_cp/1078
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects
