CURMUDGUCATION: Breaking Down the Walls for CBE

CURMUDGUCATION: Breaking Down the Walls for CBE:
Breaking Down the Walls for CBE

In the discussions of Competency Based Learning (or Outcomes Based Education or Performance Based Stuff), a support that emerges from time to time is that CBE will "break down the walls between curriculum and assessment."

On the one hand, I see the appeal. In a perfect world, education shouldn't really have to stop cold for assessment, and the burden really should be on the teacher to discover what the student knows and can do, rather than putting the burden on the student to sing and dance her Proof of Achievement. Just keep learning, students, and the teacher will figure out what you know and what you can do by using the Power of Watching.

This, in fact, is what the best teachers do-- constant monitoring and collection of data, gathered by our eyes and ears, and stored and processed in our brains. That's a huge part of the job, and we've already been doing it for ages.

The unspoken issue here is that it's not enough for some folks that the teacher and the student know what's happening-- it has to be made visible to an assortment of third parties. Some of those third parties like, say, building administrators, are not a stretch. But having to make learning visible to third parties such as Pearson or a far-off government bureaucrat is more of a challenge, not unlike having to prove to a complete stranger that you have a good marriage. Actually doing the thing (teaching, learning, marriaging) is one challenge; giving outward and visible proof of the thing to other separate people is a whole other challenge.

In other words, breaking down the wall between curriculum and assessment for students, teachers, CURMUDGUCATION: Breaking Down the Walls for CBE:



Robert Marzano Takes on Edublogger

Emily Talmage has been working hard for Maine schools. She is a tireless citizen journalist who has dug and dug and dug some more to uncover some of the ugly roots that Competency Based Education has put down across the country, with those roots running deep in her own state (the decision by somebody, somewhere, to roll out the new CBE in Maine, a quiet little state with a big loud governor, must be an interesting story of its own).

At any rate, if you are not a regular reader of Saving Maine Schools just because you don't live in Maine, don't let that stop you. It should be on your don't-miss list.

Apparently, as we've learned over the last week, one reader is not a fan. Here's the story.

Last Saturday, Talmage took aim at Robert Marzano. Marzano has been at the reformster business for over two decades, hopping on the educonsultant train back in the early nineties when Outcome Based Education first reared its unattractive visage, and he's been at it ever since, with a stew of semi-researched recommendations for school reform, teacher observation, and instructiony ideas.

As an early acolyte of OBE, Marzano must be enjoying seeing his ship come in again. He was apparently not so happy when Talmage stood on the dock and told everyone else a few things about Robert Marzano Takes on Edublogger