^{The blog series below was written guest contributor and friend of Extempore, Karen Nickel. Learn more about her work here.}

Introduction

Proficiency-based learning - what is it?  We hear the term everywhere now, so much so that we may feel intimidated or even embarrassed to admit that we don’t really know how to explain it well. 

When I first talked with Grant about putting together a blog on proficiency-based learning, we agreed it would be super helpful. So I started writing, and writing, and I kept writing, and writing some more. It turns out there's quite a bit to say about this! One blog turned into two, then two into three, then four and suddenly we are left with an entire four-part blog series dedicated to answering this one question: proficiency-based learning - what is it?

To understand proficiency-based learning, it is helpful to recognize that the term may be used differently by different people or organizations. Likewise, there are also other, similar terms like 'competency-based learning' or 'standards-based learning.' Throughout this series, I’ll be touching on some important aspects of proficiency-based learning in the context of learner performance from my experience as a world language educator and consultant. 

Let's break how this blog series will look. (Click the blue subheadings under each topic to read that blog.)

Part 1 of our blog series focuses on what we want learners to be proficient at. 

What is Proficiency-Based Learning?

1.1 Proficient at What?

1.2 Communication

1.3 Demonstrating Communication

1.4 Proficiency-Based Learning as a Framework

Part 2 focuses on how to work backwards from proficiency goals to design curriculum.

Developing Curriculum

2.1 Identifying Desired Results

2.2 Determining Acceptable Evidence 

2.3 Planning Communicative Learning Experiences and Instruction

In Part 3 we’ll dig deeper into why proficiency-based learning is effective by looking at practices that align with it.

Aligning with Effective Practices

3.1 Assets-Based 

3.2 Differentiation

3.3 Transparency

3.4 Learner-Centered

Finally, Part 4 will address when proficiency-based learning is often abandoned and explain how it could instead be carried through into reporting and equitable grading practices

Reporting and Grading

4.1 Reporting Progress

4.2 Aligning Practice with Assessment

4.3 Reporting Each Skill Separately

4.4 Replacing Grades

4.5 Self-Assessment
 

Within each blog we will see how each aspect of proficiency-based learning is supported by Extempore. We hope you'll join us on this adventure!

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