As full implementation of Proficiency Based Learning (PBL) in Gorham Schools draws near, some parents and other residents have expressed confusion about how it differs from traditional educational practice and grading, and why educators believe it will benefit all students. Superintendent Heather Perry, along with GHS principal Brian Jandreau and GMS principal Bob Riley, provided information in response to some specific questions and addressed some misperceptions about PBL.
WHAT IS PROFICIENCY BASED LEARNING?
According to a 35-page handbook that fully explains the PBL system in Gorham, “proficiency-based learning refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating that they have learned the knowledge and skills they are expected to learn as they progress through their education.” The handbook is available on the District website.
Superintendent Perry explained that for Gorham, “the system of standards and graduation requirements were determined locally by staff working over a period of years using the Maine Learning Results and Common Core standards as the basis.”
WHY ISN’T A 3 ON THE PBL SCALE JUST THE SAME AS A B?
The PBL system uses a 1-4 grading scale instead of the traditional 100 scale and letter grades. Confusion exists about how these two systems relate to each other. For PBL grading, teachers use “performance indicators” for evaluating student progress. The scale is: 1) beginning to understand; 2) developing knowledge and understanding; 3) proficiency; and 4) distinguished or exceeding proficiency.
Therefore, a 3 is not a B, but it indicates that a student has demonstrated that he or she understands the material and can communicate that understanding as described in the performance indicator for that assignment. The criteria for a 3 or “proficiency” in a math concept might be “I can use variables to represent numbers and write expressions.”
WHY CAN’T A STUDENT SCORE A 4 ON EVERY TEST?
Teachers make “formative assessments” when they want to find out how well students are learning a concept so that they can provide feedback. This could be a quiz, an in-class essay, or a homework assignment.
In the previous example the teacher may not have structured the assignment to find out if a student could also demonstrate that she can write expressions “when solving real world problems,” the level on knowledge that would be required for a 4. This is why a 3 is the highest value for this formative assessment. If formative assessments are figured into a summative grade they have little weight.
“Summative assessments,” for which students receive a grade, always give students the opportunity to demonstrate that they are not only proficient but that have exceeded the standard for proficiency, that is, earned a 4.
WHY CAN STUDENTS TAKE TESTS MORE THAN ONCE?
There is also misunderstanding about retaking tests. Because the goal is to make sure students learn the materials, they are given multiple opportunities to demonstrate proficiency in a subject, just as it is possible to take the SAT test or a driver’s license test more than once. Just because a student may be tested again does not mean it will be by utilizing the same assessment or even done within the same timeframe.
HOW DO YOU KNOW THAT ALL TEACHERS ARE GRADING THE SAME WAY?
This system reduces subjectivity in assessing student work. It gives students, parents, and teachers a clear way of knowing how a student is progressing toward proficiency or exceeding it based on the performance indicators. This depends on all teachers adhering to the agreed upon criteria, realizing that teachers have different teaching styles.
Although PBL may express it differently, it is built on best practices of the teaching profession, practices that Gorham expects of all its teachers. However, this system does make the process more transparent and the feedback more specific.
WILL A 1-4 SCALE MAKE IT DIFFICULT FOR STUDENTS IN APPLYING FOR COLLEGE?
Perry has found that people who express skepticism of PBL, often are not skeptical about the learning system, but do have concerns about the reporting system that uses a different grading scale. She stated that the 1-4 scale would not make it more difficult for students to get into college, since most colleges use a 4.0 GPA scale.
A survey of 74 New England colleges, which included Bates, Bowdoin, and Tufts, found that they had no problem with the 1-4 scale when considering admission. When it moves to the 1-4 scale, GHS will continue to calculate a 4-point GPA to calculate high honors, class ranks, etc.
IF MAINE DOES NOT REQUIRE STUDENTS TO MEET PROFICIENCY IN ALL EIGHT AREAS, WILL GORHAM ABANDON PBL?
Proficiency Based Learning will continue to be the educational system for Gorham schools, regardless of state action. Currently under Maine law students must meet proficiency in eight areas to receive a high school diploma. There is now a bill before the legislature to “decouple” proficiency from the diploma at the state level.
Perry said that students would still be required to meet proficiency, but local school systems would be permitted to define what that means in terms of their diploma. For example, districts may not be equipped to offer all courses necessary for proficiency in a subject such as world languages. Accommodations in proficiency requirements will be needed for some special education students.
IF PBL IS STRUCTURED FOR ALL STUDENTS TO BECOME PROFICIENT, WILL THIS DISADVANTAGE HIGH ACHIEVING STUDENTS?
Proficiency Based Learning is designed to challenge students to do their best work, reach their highest potential, and be ready to succeed in the workplace and in higher education. The system provides opportunities for students to exceed proficiency (4), in all content areas. Gorham also offers many additional opportunities for students through AP courses, extra-curricular activities such as Robotics and Odyssey of the Mind, and even college courses through an arrangement with USM.
WHY DO GORHAM EDUCATORS BELIEVE THIS IS THE BEST SYSTEM FOR STUDENTS?
“Within a PBL system, the expectation is that ALL students are expected to learn,” Perry said, “and this system is consistent with our Core Beliefs and with our Vision.” Bob Riley, GMS principal, stressed that PBL “helps students build creative thinking skills and understand their role in learning.” GHS principal Brian Jandreau emphasized that this system not only “requires best teaching practices, but makes feedback between students, teachers, and parents more specific and transparent.”