Reinventing Crediting for Competency-Based Education
The Mastery Transcript Consortium Model and Beyond
Many argue that the conventional high school transcript has become irrelevant to today’s best practices in teaching, learning, and assessment. With more and more school leaders turning to alternate, competency-based approaches for learning, crediting and transcripts can follow suit by drawing on badging, micro-crediting, digital portfolios of student work, and other emerging tools. Reinventing Crediting for Competency-Based Education explores the need for this transformation while detailing the implementation of promising models, particularly the Mastery Transcript Consortium. Written by an experienced consultant and former school leader, this book will assist school and district administrators in making a forward-thinking crediting and transcript system work for their students’ futures.
Table of Contents
Foreword by Kevin Mattingly
Meet the Author
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
- Defining and illustrating competencies and how they are developed
- Establishing learning opportunities by which students can earn competencies
- Collecting and curating student work in digital portfolios
- Assessing competencies, particularly with rubrics
- 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
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.
"Both thoughtful and practical, this is the only book I know that addresses the need to measure what we value when assessing student schoolwork. Capturing important exemplars and some of the leading work already underway, this study offers a roadmap for your own journey into this work. Jonathan E. Martin is an expert not only in the theory and promise of competency-based assessment but also what it takes to implement it in a meaningful and sustainable way."
—Julie M. Wilson, Founder and Executive Director of the Institute for the Future of Learning and author of The Human Side of Changing Education
"Jonathan Martin’s experiences in the realm of learning are extensive and varied, including being a classroom teacher, leader of multiple schools, think tank researcher, published writer, prolific blogger, and consultant to numerous schools and national educational organizations—an academic polymath if there ever was one. He possesses an extraordinary ability to distill and synthesize information from disparate sources and cohere them into unique and compelling insights, and this does him good stead in weaving his way through this tangled educational thicket."
—Kevin Mattingly, Director of Co-Curriculum at Riverdale Country School and Adjunct Associate Professor in the Klingenstein Center at Teachers College, Columbia University, USA, from the Foreword