Tuesday, September 17, 2024
2:00 - 4:00 PM (PDT) at Berkeley Way West 1207 and via Zoom
Open to GSE faculty, students, and community.
Request a zoom link from convenors@bear.berkeley.edu
Abstract:
The integration of general capabilities, or complex competencies, into federal and state
curricula reflects an increasing recognition of the need to prepare students for a rapidly
changing world. These competencies—such as communication, critical thinking, and
creative thinking—are essential for students to navigate future challenges and opportunities.
Despite their recognised importance, there remains a significant gap in understanding how
these competencies are taught, learned, and assessed within educational settings,
particularly from both teacher and student perspectives.
This presentation synthesises findings from a comprehensive study conducted in partnership
with a large independent secondary school in Australia, focusing on students in Years 7 to
12. The research employed a mixed-methods approach, gathering data through surveys,
focus groups, student assessments, and teacher planning documents. This multifaceted
data collection facilitated a thorough analysis using both Rasch modelling for quantitative
assessment scores and thematic analysis for qualitative data, including teacher and student
feedback.
Key to our study was the development and implementation of a self-assessment tool
introduced in 2024. This tool was designed to measure the reliability of competency
frameworks and to capture students' perceptions of their competencies and their progression
goals. The tool's implementation provided valuable insights into the practical challenges and
opportunities of measuring and developing competencies within busy classroom settings.
Preliminary findings highlight the vital role of student involvement in the assessment
process. When students engage in self-assessment, they not only become accountable for
their learning but also contribute meaningfully to the educational process, enhancing both
their understanding and development of key competencies. This engagement is supported
by the data, which shows that students are capable self-assessors whose insights can
greatly assist teachers in crafting more effective educational strategies.
Furthermore, the study underscores the importance of teacher involvement in designing
assessments that not only evaluate student competencies, alongside discipline content, but
also guide their development. The assessment frameworks developed through this study,
which incorporate both teacher and student inputs, exemplify a robust approach to
integrating competencies into everyday learning and assessment practices.
The implications of this research suggest that a combined focus on teacher-designed
assessments and student self-assessment can significantly enhance the teaching and
learning of general capabilities in secondary education. This dual approach not only
addresses the current gaps in competency-based education but also sets a pathway for
future research to explore the nuanced roles of learning contexts and assessment tasks in
student achievement.
About the authors:
Kate Lafferty is a Lecturer in the School of Education at La Trobe University, specializing in
assessment, pedagogy, and gifted education. With over 20 years of experience in primary,
secondary, and tertiary education, she brings a practical perspective to her research on general
capabilities assessment and competency-based education. Kate has also consulted in
assessment, and gifted education, developed curriculum, and led professional learning for
teachers.
Melissa Barnes is an Associate Professor and the Associate Dean of Learning and Teaching
in the School of Education at La Trobe University in Melbourne, Australia. Her teaching
focus and research interests explore system-wide change in instructional and assessment
practices both in schools and teacher education. Melissa is a US-trained elementary school
and English as a Second Language (ESL) teacher and has taught in schools in the US,
Germany, Vietnam, Brunei and Australia.