WEBVTT 00:05.740 --> 00:08.830 Hello , everyone . I'm Dr Shelley Howl , 00:08.840 --> 00:11.070 and I'm very excited to talk to you 00:11.070 --> 00:13.403 today about competency based assessment . 00:13.740 --> 00:15.684 Um , I am currently working at the 00:15.684 --> 00:18.710 University of Texas at San Antonio . I 00:18.720 --> 00:20.942 manage teaching and learning services , 00:20.942 --> 00:23.310 which means I deal with faculty 00:23.310 --> 00:25.820 development and help our faculty be the 00:25.820 --> 00:28.680 best faculty they can be . So , um , I 00:28.680 --> 00:30.791 won't spend a lot of time introducing 00:30.791 --> 00:32.958 myself , but you can go to a number of 00:32.958 --> 00:35.790 places to find out more about me . I'm 00:35.800 --> 00:38.960 Excuse me . I'm on social media at Dr 00:38.960 --> 00:42.370 Shelley Howell . Um , I also have Dr 00:42.370 --> 00:44.570 Shelley . How old dot com . So if you 00:44.570 --> 00:46.792 want to know a little bit more about my 00:46.792 --> 00:49.126 background , that's how you can find me . 00:49.126 --> 00:51.292 One of the things I want to start with 00:51.292 --> 00:53.403 is letting you know that I believe in 00:53.403 --> 00:55.430 authenticity . So this recording is 00:55.430 --> 00:57.374 going to be done in one take . I'm 00:57.374 --> 00:59.410 going to do it , um , as if you are 00:59.410 --> 01:01.632 here in front of me in the camera . I'm 01:01.632 --> 01:03.750 recording in Zoom as if we were on a 01:03.750 --> 01:06.540 zoom call . So pardon the mistakes . 01:06.540 --> 01:08.596 Pardon the pause if I have to take a 01:08.596 --> 01:10.870 drink . Um , but I wanted to be 01:10.870 --> 01:13.037 authentic . It's very , very important 01:13.037 --> 01:16.030 that we as as teachers and as 01:16.030 --> 01:19.140 instructors as trainers , are authentic 01:19.150 --> 01:21.410 in our training and what we do . So 01:21.420 --> 01:23.642 that's an important piece for me . Um , 01:23.642 --> 01:25.642 I have the honour of teaching young 01:25.642 --> 01:27.809 college students molding them . That's 01:27.809 --> 01:29.809 a lot of fun . Um , and you will be 01:29.809 --> 01:31.864 able to do the same , so All right , 01:31.864 --> 01:34.087 let's get started . We're going to take 01:34.087 --> 01:36.309 a look at competency based assessment . 01:36.309 --> 01:38.720 Now , what I do know is that you , as 01:38.720 --> 01:41.340 learning professionals , are about to 01:41.340 --> 01:45.200 embark or kind of in the middle of , um , 01:45.210 --> 01:47.580 a competency based assessment journey . 01:47.590 --> 01:50.380 So I know that you are beginning to 01:50.380 --> 01:54.360 create some competencies and are about 01:54.360 --> 01:56.680 to implement a full blown program . So 01:56.690 --> 01:59.240 because I'm not sure who's going to be 01:59.240 --> 02:01.250 listening , I'm gonna try to cover 02:01.250 --> 02:04.590 several basis . So , um , we're gonna 02:04.600 --> 02:06.656 first , we're gonna talk about three 02:06.656 --> 02:09.480 questions . So , um , just so that we 02:09.480 --> 02:11.702 all have the same understanding of what 02:11.702 --> 02:13.869 we're talking about . I always like to 02:13.869 --> 02:16.091 start with definitions . So we're gonna 02:16.091 --> 02:18.320 start with what is competency based 02:18.590 --> 02:21.770 this ? What does that mean ? Um , we're 02:21.770 --> 02:23.659 gonna talk a little bit about the 02:23.659 --> 02:25.992 benefits of competency based assessment . 02:25.992 --> 02:28.280 I recognize that some of you may be 02:28.280 --> 02:30.391 forced into doing this and that . You 02:30.391 --> 02:32.502 know , the benefits aren't really all 02:32.502 --> 02:34.724 that relevant to you , but this will at 02:34.724 --> 02:34.590 least give you kind of a background and 02:34.590 --> 02:37.590 understanding of why competency based 02:37.590 --> 02:39.646 assessment is important in our world 02:39.646 --> 02:41.534 right now . Um And then the third 02:41.534 --> 02:43.646 question we're going to answer is how 02:43.646 --> 02:45.757 can we ensure effective assessment of 02:45.757 --> 02:47.923 our competencies ? Um and then I added 02:47.923 --> 02:50.146 a little component toward the end where 02:50.146 --> 02:52.312 we'll talk a little bit about badges . 02:52.312 --> 02:54.479 I do some badging in my classroom . We 02:54.479 --> 02:56.646 have a badging initiative at U . T s . 02:56.646 --> 02:56.530 A . So I'll talk a little bit about 02:56.530 --> 02:58.752 badging because I also know that that's 02:58.752 --> 03:01.150 where you're going in your world . All 03:01.150 --> 03:04.050 right , so question one , 03:04.440 --> 03:07.380 what is competency based assessment ? 03:07.430 --> 03:09.360 It's an important question . It's 03:09.360 --> 03:13.040 necessary for us to answer 03:13.040 --> 03:15.850 this before we get too 03:15.850 --> 03:19.390 far so that 03:19.390 --> 03:22.970 we all are on the same 03:22.970 --> 03:25.210 page . Definitions are very , very 03:25.210 --> 03:28.490 important . So here's a few 03:28.510 --> 03:30.621 definitions of confidence . E basis . 03:30.621 --> 03:33.580 That's a skill or task related . We 03:33.590 --> 03:36.860 always , um , think of competencies as 03:36.860 --> 03:39.082 something that we can prove that we can 03:39.082 --> 03:42.740 do or that we know . Um , a competency 03:42.740 --> 03:44.462 is a collection of skills plus 03:44.462 --> 03:46.240 knowledge , plus ability , plus 03:46.240 --> 03:48.870 aptitude . And then actually measuring 03:48.870 --> 03:51.092 a competency is looking at how a person 03:51.092 --> 03:53.259 integrates all of those things into an 03:53.259 --> 03:55.370 observable behavior . And we're going 03:55.370 --> 03:57.259 to go back to observable behavior 03:57.259 --> 03:59.592 because that's a really important piece . 03:59.592 --> 04:01.648 Um , and some of these are These are 04:01.648 --> 04:01.090 different definitions from different 04:01.090 --> 04:03.420 places . As you can see , they all say 04:03.420 --> 04:06.370 essentially the same thing that if you 04:06.370 --> 04:08.592 have competence in something , you have 04:08.592 --> 04:11.320 some fish that sufficient knowledge or 04:11.320 --> 04:13.900 the skills to complete that task . So 04:13.910 --> 04:16.410 those are our basic understanding of 04:16.410 --> 04:20.360 competencies . It competencies 04:20.360 --> 04:24.050 include everything related 04:24.060 --> 04:27.710 to that particular , uh , 04:27.720 --> 04:29.887 task . I don't know . A competency can 04:29.887 --> 04:32.360 actually include several tasks . Um , 04:32.370 --> 04:34.481 so there's there's some gray in those 04:34.481 --> 04:36.426 definitions and and we'll sort all 04:36.426 --> 04:38.592 those out as we go along . All right , 04:38.592 --> 04:40.650 So basically , a competency based 04:40.660 --> 04:42.771 assessment is simply a way to measure 04:42.771 --> 04:44.716 someone's ability to do a task and 04:44.716 --> 04:46.771 their competence with that task . So 04:46.771 --> 04:49.020 the best competency based assessments 04:49.030 --> 04:51.141 are based on clear job requirements . 04:51.141 --> 04:53.308 So I think in your situation you'll be 04:53.308 --> 04:57.160 assessing employees or learners in 04:57.160 --> 04:59.610 what they can do so . The best ones are 04:59.610 --> 05:01.890 really based on true real job 05:01.890 --> 05:04.190 requirements , things that people do in 05:04.190 --> 05:06.690 the real world , and they can produce 05:06.690 --> 05:08.850 consistent and reliable results . 05:09.640 --> 05:12.960 Assessment in general must be 05:12.960 --> 05:16.770 consistent and reliable . So , um , 05:16.780 --> 05:18.947 assessing competencies is a little bit 05:18.947 --> 05:21.002 challenging because we we can't just 05:21.002 --> 05:23.224 necessarily give a multiple choice exam 05:23.224 --> 05:25.690 and understand that someone knows how 05:25.690 --> 05:28.720 to do a task . So , um , providing 05:28.720 --> 05:31.100 those consistent and reliable results 05:31.100 --> 05:33.100 is one piece of what we're going to 05:33.100 --> 05:34.989 talk about . And then it's really 05:34.989 --> 05:37.156 important to point out that competency 05:37.156 --> 05:39.820 based assessment is not new . We have 05:39.820 --> 05:42.910 been doing this since the beginning of 05:42.910 --> 05:46.350 humanity . Um , internships . 05:46.360 --> 05:49.820 Apprenticeships are always to assess 05:49.820 --> 05:53.210 competencies . So we have been doing 05:53.210 --> 05:56.280 this in the medical field for years and 05:56.280 --> 05:58.900 years . We've been doing it in all 05:58.900 --> 06:01.067 trades because we have internships and 06:01.067 --> 06:03.178 apprenticeships , so competency based 06:03.178 --> 06:05.610 assessment is really not new . What's 06:05.610 --> 06:07.790 new is how we're framing it in 06:07.790 --> 06:10.260 education and in a formal way . 06:14.440 --> 06:16.551 All right , So that was that was it ? 06:16.551 --> 06:18.384 That was our basic definition of 06:18.384 --> 06:20.607 competency based assessment . So So now 06:20.607 --> 06:22.551 for question two , um , let's talk 06:22.551 --> 06:24.718 about the benefits of competency based 06:24.718 --> 06:26.384 assessment and actually using 06:26.384 --> 06:28.340 competencies to understand what a 06:28.340 --> 06:31.770 learner knows . So for 06:31.770 --> 06:34.540 employers , um , kind of a given . But 06:34.550 --> 06:37.870 for employers , um , who implement a 06:37.870 --> 06:40.810 competency based program , um , it 06:40.810 --> 06:42.810 helps employers determine a fit for 06:42.810 --> 06:45.550 that potential higher or helps them 06:45.550 --> 06:48.020 determine there , um , promotion 06:48.020 --> 06:50.720 ability , their potential to grow and 06:50.720 --> 06:53.560 to lead , maybe in an organization , um , 06:53.570 --> 06:55.403 it also helps them get a greater 06:55.403 --> 06:57.514 understanding of the abilities of all 06:57.514 --> 06:59.348 of their employees . Um , I know 06:59.348 --> 07:01.403 companies who have done this kind of 07:01.403 --> 07:03.540 assessment process in order to get 07:03.540 --> 07:06.260 people into the right fit for the right 07:06.340 --> 07:09.630 job . Uh , and it also provides that 07:09.630 --> 07:12.940 consistency in employee performance . I 07:12.940 --> 07:15.230 can't stress enough consistency . One 07:15.230 --> 07:17.550 of the reasons we come to this issue of 07:17.560 --> 07:19.640 assessing competencies is for 07:19.640 --> 07:23.260 consistency , all right , And for 07:23.260 --> 07:25.093 employees , there's benefits for 07:25.093 --> 07:27.316 employees as well . They may not see it 07:27.316 --> 07:29.482 the same , um , but it is important to 07:29.482 --> 07:31.649 note that there is consistency or that 07:31.649 --> 07:33.593 there are benefits for employees . 07:33.593 --> 07:35.960 There's that authenticity , so 07:36.440 --> 07:38.329 competency based programs provide 07:38.329 --> 07:40.051 employees with a clear path to 07:40.051 --> 07:42.162 promotion and other job opportunity . 07:42.162 --> 07:44.384 So if if an employer has a really clear 07:44.384 --> 07:47.040 competency based path , then employees 07:47.040 --> 07:49.262 can easily know what they need to do or 07:49.262 --> 07:51.151 what they need to work on to be . 07:51.151 --> 07:53.330 Better can also provide employees with 07:53.330 --> 07:55.163 very critical feedback for their 07:55.163 --> 07:57.130 performance evaluations . A lot of 07:57.130 --> 07:59.297 times we see performance evaluations , 07:59.540 --> 08:01.596 um , in a negative way . And what we 08:01.596 --> 08:03.596 like to talk about in the education 08:03.596 --> 08:06.180 world is framing things as growth 08:06.180 --> 08:09.460 opportunities as opposed to , 08:10.340 --> 08:13.810 um , valuations 08:13.820 --> 08:17.410 that tend to be punitive . So I'll talk 08:17.410 --> 08:19.577 about a lot about growth mindset , and 08:19.577 --> 08:21.632 that's an important competency based 08:21.632 --> 08:23.410 assessment program will provide 08:23.410 --> 08:23.360 consistency and that employers 08:23.370 --> 08:26.070 evaluation process So you can be 08:26.070 --> 08:28.870 assured as an employee that your 08:28.870 --> 08:32.100 supervisor is consistently measuring 08:32.110 --> 08:34.760 all of the employees the same . 08:37.040 --> 08:39.151 All right . And so now we're going to 08:39.151 --> 08:41.318 move on to question three . So how can 08:41.318 --> 08:43.570 we ensure effective assessment of 08:43.570 --> 08:46.120 competencies ? This is the meat of what 08:46.120 --> 08:48.350 we need to talk about here today , 08:48.740 --> 08:50.850 because it is my understanding that 08:50.850 --> 08:53.120 many of you will be supervisors , and 08:53.120 --> 08:55.120 you will be assessing some of these 08:55.120 --> 08:57.070 competencies . So that is the most 08:57.070 --> 08:59.070 important piece that we're going to 08:59.070 --> 09:03.050 cover today . All right , so here's a 09:03.050 --> 09:06.110 key . I've included an image . I want 09:06.110 --> 09:08.640 to make sure you get this . The most 09:08.640 --> 09:12.430 important thing about competencies is 09:12.430 --> 09:15.540 that there must be always , always must 09:15.550 --> 09:18.910 be a well written and measurable 09:18.920 --> 09:22.760 outcome . Sometimes we 09:22.760 --> 09:25.850 call those gold . Sometimes we call 09:25.850 --> 09:29.200 those objectives , um , in 09:29.200 --> 09:31.740 education , we call them learning 09:31.740 --> 09:33.910 outcomes . Um , there has to be 09:33.910 --> 09:36.020 something that is well written and 09:36.020 --> 09:39.950 measurable for each competency . Uh , 09:40.340 --> 09:42.284 unmeasurable . They don't make any 09:42.284 --> 09:44.507 sense to the job requirements . So this 09:44.507 --> 09:46.780 is truly , truly the key . If you have 09:46.780 --> 09:48.891 an objective that is not measurable , 09:48.891 --> 09:51.113 it is not possible to determine whether 09:51.113 --> 09:53.336 that employee has met that competency . 09:53.336 --> 09:56.380 It is literally not possible . So the 09:56.380 --> 09:58.491 key here is going to be starting with 09:58.491 --> 10:01.460 measurable , well written outcomes . If 10:01.460 --> 10:04.470 you are handed outcomes to measure that 10:04.470 --> 10:07.120 do not fit this criteria , um , we need 10:07.120 --> 10:09.287 to have a serious conversation , maybe 10:09.287 --> 10:12.940 with a manager about how to just reword 10:12.940 --> 10:15.550 or rephrase that outcome so that it is 10:15.550 --> 10:17.930 measurable . And I've got a couple of 10:17.930 --> 10:21.230 tips here , just a , um , help you out 10:21.230 --> 10:23.286 a little bit . I don't know how much 10:23.286 --> 10:25.508 you'll be able to write your outcomes . 10:25.508 --> 10:28.880 Um , if you are , If you're involved in 10:28.880 --> 10:31.213 writing those outcomes , give me a call . 10:31.213 --> 10:34.270 I'd love to chat with you . This is one 10:34.270 --> 10:38.250 of the things that I'm very passionate 10:38.250 --> 10:42.210 about . Um , I work 10:42.210 --> 10:45.290 with faculty every day on writing good 10:45.290 --> 10:47.457 outcomes for their couple of tips here 10:47.457 --> 10:49.512 on writing outcomes . But then we're 10:49.512 --> 10:51.568 going to go forward as if you have a 10:51.568 --> 10:53.568 well written , measurable outcome . 10:53.568 --> 10:55.623 Okay , so I don't know if any of you 10:55.623 --> 10:55.010 have a business background , but if you 10:55.010 --> 10:56.788 have any training in a business 10:56.788 --> 10:59.010 background academically at all , you're 10:59.010 --> 11:01.288 gonna hear about smart goals . So , um , 11:01.288 --> 11:03.399 there's several different definitions 11:03.399 --> 11:05.510 of smart goals . Here's one of them . 11:05.510 --> 11:07.677 But , um , smart stands for specific , 11:07.677 --> 11:09.700 measurable , achievable , results 11:09.700 --> 11:12.630 oriented and time bound . And sometimes 11:12.630 --> 11:14.797 you'll see that a little bit different 11:14.797 --> 11:16.741 are might be relevant . Time bound 11:16.741 --> 11:19.440 might be more timely , but the key 11:19.440 --> 11:22.440 concepts are the same . So an outcome 11:22.450 --> 11:25.550 should always be specific . It should 11:26.540 --> 11:28.596 very , very clearly outlined what is 11:28.596 --> 11:32.100 expected in that measurement . Um , it 11:32.100 --> 11:34.840 should always be measurable . No 11:34.840 --> 11:38.790 argument there . Um , it should also 11:38.790 --> 11:42.730 be achievable . I have seen 11:42.730 --> 11:45.820 outcomes , um , written by people that 11:45.830 --> 11:47.750 are not achievable and are not 11:47.750 --> 11:49.583 achievable in the amount of time 11:49.583 --> 11:51.750 provided . Even so , that also goes to 11:51.750 --> 11:53.861 time bound . So is there a deadline ? 11:53.861 --> 11:55.917 Can you do it in a certain amount of 11:55.917 --> 11:57.806 time ? And they're always results 11:57.806 --> 12:00.028 oriented . In the environment of work , 12:00.028 --> 12:02.083 they're always results oriented . So 12:02.740 --> 12:04.962 the outcome should always focus on what 12:04.962 --> 12:07.530 you want to see at the end . Um , a 12:07.530 --> 12:10.970 really good outcome starts with at the 12:10.970 --> 12:13.850 end of this , whatever this is , 12:14.340 --> 12:16.840 learners will be able to end , dot , 12:16.840 --> 12:19.290 dot , dot So , um , that's an important 12:19.290 --> 12:21.346 component , that it's always results 12:21.346 --> 12:23.780 oriented . And then , if you've had any 12:23.790 --> 12:26.430 basic intro to psych course or worked 12:26.430 --> 12:29.620 at all in psychology , um , remember 12:29.620 --> 12:33.040 Bloom's taxonomy . It blooms talks a 12:33.050 --> 12:36.850 bit about how we we should level up in 12:36.850 --> 12:39.530 our expectations of 12:39.530 --> 12:42.550 students . So , 12:43.340 --> 12:46.620 um , I've added 12:46.620 --> 12:49.580 a little link here to Bloom's tax on it . 12:49.590 --> 12:51.757 That covers a lot about Bloom's , um , 12:51.757 --> 12:54.034 not necessarily an academic piece . Um , 12:54.034 --> 12:56.201 but the idea behind blooms is that you 12:56.201 --> 12:58.534 have to start with some basic knowledge . 12:58.534 --> 13:00.090 Um , and then you can go to 13:00.090 --> 12:59.980 understanding a little bit more about 12:59.980 --> 13:02.091 that knowledge , and then you need to 13:02.091 --> 13:04.313 think about applying that knowledge and 13:04.313 --> 13:05.980 then analyzing and then maybe 13:05.980 --> 13:08.040 synthesizing , taking two pieces and 13:08.040 --> 13:09.762 putting them together and then 13:09.762 --> 13:12.020 evaluating that knowledge determining 13:12.020 --> 13:14.076 whether it's good or bad and whether 13:14.076 --> 13:16.350 it's right or wrong and how to make all 13:16.350 --> 13:18.360 that work together . So in the 13:18.360 --> 13:20.138 education world , we talk about 13:20.138 --> 13:22.620 scaffolding and starting our , um , 13:22.630 --> 13:25.680 assignments and our programs with basic 13:25.680 --> 13:27.791 knowledge the same way that I started 13:27.791 --> 13:30.110 with definitions in this video , Um , 13:30.120 --> 13:32.287 you've got to start with some basics . 13:32.287 --> 13:34.398 There are always things that you have 13:34.398 --> 13:36.453 to know . For instance , if you're a 13:36.453 --> 13:38.231 nurse practitioner or a nursing 13:38.231 --> 13:40.176 assistant , you know drawing blood 13:40.176 --> 13:42.342 probably is one of your first skills . 13:43.040 --> 13:45.610 Um , there's gonna 13:45.620 --> 13:49.600 be soft skills involved here , 13:49.600 --> 13:51.910 too , that come with how people work 13:51.910 --> 13:54.900 and emotions work . So blooms comes 13:54.900 --> 13:57.067 into play here because of the level of 13:57.067 --> 13:59.233 your competency . So if you're looking 13:59.233 --> 14:01.344 at a basic competency , I like to use 14:01.344 --> 14:03.511 the example riding a bike because it's 14:03.511 --> 14:05.678 very easy for everyone to understand . 14:05.940 --> 14:08.162 Um , if you're trying to teach Children 14:08.162 --> 14:10.384 to ride a bike , you want to start with 14:10.384 --> 14:12.551 some sort of basic how to get onto the 14:12.551 --> 14:16.130 bicycle or how to break . I mean , 14:16.130 --> 14:18.352 that's kind of the most important thing 14:18.352 --> 14:20.408 when you ride a bicycle , right ? So 14:20.408 --> 14:22.630 those are some basic knowledge skills , 14:22.630 --> 14:24.630 and then you have to move up to the 14:24.630 --> 14:26.797 understanding . Like , why do you need 14:26.797 --> 14:28.852 to know how to break ? This is where 14:28.852 --> 14:30.852 you start thinking about all of the 14:30.852 --> 14:32.963 other elements that come in with that 14:32.963 --> 14:36.460 knowledge . Um , and then we Mm . 14:37.340 --> 14:40.960 When you're talking about writing a 14:40.960 --> 14:44.920 bike , you would go to applying that 14:44.920 --> 14:48.570 knowledge . So the student on a 14:48.570 --> 14:50.681 base , that's where the application . 14:50.681 --> 14:53.190 Welcome in . Um and then you go on up 14:53.200 --> 14:55.256 and on up until you evaluate whether 14:55.256 --> 14:57.580 riding a bicycle arche um , it's 14:57.580 --> 14:59.747 important outcome that is designed for 14:59.747 --> 15:02.010 evaluation . For instance , at an entry 15:02.010 --> 15:04.030 level competency , you want to make 15:04.030 --> 15:06.197 sure they're leveled appropriately for 15:06.197 --> 15:08.363 the competency that you're measuring . 15:08.363 --> 15:10.586 Um , I always go back here to using the 15:10.586 --> 15:12.930 right verbs . And if you visit Bloom's 15:12.930 --> 15:15.097 taxonomy and you can google it and get 15:15.097 --> 15:17.263 all kinds of charts and different ways 15:17.263 --> 15:19.263 to look at this , there's a digital 15:19.263 --> 15:20.986 taxonomy which has become very 15:20.986 --> 15:23.208 important . Um , but make sure you just 15:23.208 --> 15:25.152 kind of look at that . Look at the 15:25.152 --> 15:27.041 verbs that gives you lots of good 15:27.041 --> 15:28.986 choices . So , um , it's kind of a 15:28.986 --> 15:28.600 cheat sheet when you're writing 15:28.600 --> 15:32.300 outcomes . All right , 15:32.310 --> 15:34.650 so the next piece of really important 15:34.650 --> 15:36.706 information is that competencies and 15:36.706 --> 15:38.790 their assessments should be designed 15:38.790 --> 15:40.734 with growth , growth , mindset and 15:40.734 --> 15:42.810 equity in mind . And these are two 15:42.810 --> 15:45.143 things that we don't always think about , 15:45.143 --> 15:47.199 their underlying every competency we 15:47.199 --> 15:49.150 look at . So , 15:50.340 --> 15:54.180 um , the idea here with growth 15:54.180 --> 15:57.170 mindset is if if you look at anything 15:57.170 --> 15:59.620 like Carol Dweck , she's at learners do 15:59.620 --> 16:03.180 better when they understand that their 16:03.180 --> 16:05.750 intelligence is not fixed , um , that 16:05.750 --> 16:07.861 they can grow and that they can learn 16:07.861 --> 16:11.030 and that all it takes is practice . Um , 16:11.040 --> 16:13.260 I usually explain this to students by 16:13.260 --> 16:15.371 saying , You know , you wouldn't pick 16:15.371 --> 16:17.650 up a guitar and instantly be able to 16:17.650 --> 16:19.830 play it . You expect to practice you 16:19.830 --> 16:23.040 exp back to start at a lower level . Um , 16:23.050 --> 16:25.106 I don't understand why we think that 16:25.106 --> 16:27.050 students should pop in at a higher 16:27.050 --> 16:29.360 level of education when we don't expect 16:29.360 --> 16:31.360 that in sports . So we don't expect 16:31.360 --> 16:33.910 that in music . So growth mindset is an 16:33.910 --> 16:36.021 important piece . It's important that 16:36.021 --> 16:38.180 that learners understand they might 16:38.180 --> 16:41.820 fail and need the 16:41.820 --> 16:45.530 opportunity to redo that again , and 16:45.530 --> 16:47.752 we'll get to some ideas about formative 16:47.752 --> 16:49.919 versus Summit of Assessment . But this 16:49.919 --> 16:52.350 leads to that formative assessment is 16:52.360 --> 16:54.640 always designed for growth . A summit 16:54.640 --> 16:57.190 of assessment is literally an end of 16:57.200 --> 16:59.256 activity assessment , and we'll talk 16:59.256 --> 17:01.589 about that getting ahead of myself . Um , 17:01.589 --> 17:03.644 we also need to think about equity . 17:03.644 --> 17:05.867 It's really , really important to think 17:05.867 --> 17:07.922 about equity . Um , our languages is 17:07.922 --> 17:10.089 important . We need to think about the 17:10.089 --> 17:12.200 backgrounds of our learners . Uh , we 17:12.200 --> 17:14.422 need to think about the the skills that 17:14.422 --> 17:16.900 they may have started with from an 17:16.900 --> 17:19.590 early age versus someone coming from a 17:19.590 --> 17:21.479 different environment , that that 17:21.479 --> 17:23.860 environment that may not have that 17:23.860 --> 17:26.550 skill . So I've created this little 17:26.550 --> 17:28.772 chart here just to show you that one of 17:28.772 --> 17:30.939 the ideas between growth mindset which 17:30.939 --> 17:33.150 does lead to equity , um is that a 17:33.150 --> 17:35.317 learner does something , and then it's 17:35.317 --> 17:37.483 assessed . And then they're given that 17:37.483 --> 17:40.930 opportunity to redo , knowing now what 17:40.930 --> 17:42.950 they've gotten from feedback and 17:42.960 --> 17:45.930 actually improve on that process . And 17:45.930 --> 17:48.220 then we do a reassessment , and that 17:48.220 --> 17:50.387 gives that learner that growth mindset 17:50.387 --> 17:52.553 and that opportunity to grow and learn 17:52.553 --> 17:56.380 to fail . All right , so a little 17:56.380 --> 17:58.740 note here that the words assessment and 17:58.740 --> 18:00.430 evaluation can have negative 18:00.430 --> 18:03.710 connotations . Um , so any time we are 18:03.710 --> 18:05.766 talking about competencies , we want 18:05.766 --> 18:07.988 our language to be positive and talking 18:07.988 --> 18:10.210 about growth and improvement . Um , and 18:10.210 --> 18:12.043 any kind of assessment should be 18:12.043 --> 18:14.099 designed around a continuous quality 18:14.099 --> 18:16.266 improvement approach . Um , and yeah , 18:16.266 --> 18:18.430 we might use competencies to weed out 18:18.430 --> 18:20.652 some people who may not be in the right 18:20.652 --> 18:22.890 position . But that person may not 18:22.890 --> 18:25.910 necessarily need to be let go or 18:25.910 --> 18:28.590 dismissed , but really , maybe just 18:28.600 --> 18:30.656 looked at in a different view , like 18:30.656 --> 18:32.433 maybe this just isn't the right 18:32.433 --> 18:34.656 position . And let's find another one . 18:34.656 --> 18:36.656 A competency can help you determine 18:36.656 --> 18:39.630 what that person might need . All right . 18:39.640 --> 18:41.810 And here I've I've provided a little 18:41.810 --> 18:44.350 resource . These are links . Um , for 18:45.040 --> 18:47.700 just for your information , I'll make 18:47.700 --> 18:51.580 sure you get this is a spark 18:51.590 --> 18:54.260 page . If you've never used Adobe Spark , 18:54.260 --> 18:56.593 this is a great way to do presentations . 18:56.593 --> 18:58.649 Um , but this is a link , and I will 18:58.649 --> 19:00.816 share the development . Um , hopefully 19:00.816 --> 19:02.593 many of you are members of that 19:02.593 --> 19:04.593 organization . I enjoy working with 19:04.593 --> 19:06.816 them at the local level . Um , so a t D 19:06.816 --> 19:08.640 is an important thing to , uh , 19:08.650 --> 19:10.706 important place to get information . 19:10.740 --> 19:12.573 All right . And I mentioned this 19:12.573 --> 19:14.740 already apologized for jumping ahead , 19:14.740 --> 19:16.573 but , um , there is a difference 19:16.573 --> 19:18.796 between formative assessment and summit 19:18.796 --> 19:20.850 of assessment . Um , performance 19:20.850 --> 19:23.072 evaluations , for instance , at the end 19:23.072 --> 19:25.910 of the year are some motive evaluations . 19:26.140 --> 19:28.140 There should always be some sort of 19:28.140 --> 19:30.140 formative evaluation as you come to 19:30.140 --> 19:34.050 that . A good competency based 19:34.050 --> 19:37.040 program automatically builds in that 19:37.040 --> 19:39.250 formative assessment . So you will 19:39.260 --> 19:42.040 provide the opportunity for employees 19:42.040 --> 19:45.580 or learners to To Redux and Redux and 19:45.580 --> 19:47.691 Redux . Whatever it is they're trying 19:47.691 --> 19:49.413 to learn . That is a formative 19:49.413 --> 19:51.580 assessment . And then you don't really 19:51.580 --> 19:53.636 want to assess that in a summit in a 19:53.636 --> 19:55.636 formal way until you know that they 19:55.636 --> 19:57.969 have had the opportunity to master that . 19:58.240 --> 19:59.907 All right . Just an important 19:59.907 --> 20:02.073 distinction between formative and some 20:02.073 --> 20:05.930 motive . Okay , good . So , 20:05.940 --> 20:07.884 um , I also want to point out that 20:07.884 --> 20:09.829 there is a difference here between 20:09.829 --> 20:13.270 quantity and quality . Um , 20:14.040 --> 20:17.070 right . In some cases , you may want 20:17.070 --> 20:20.560 both . Depends on what your mission 20:20.570 --> 20:23.230 is , What your learners are expected to 20:23.230 --> 20:25.397 do . What the competencies are for the 20:25.397 --> 20:27.810 job position that you have . Um , but 20:27.810 --> 20:31.250 quantitative assessments will focus on 20:31.250 --> 20:33.139 the results and have some sort of 20:33.139 --> 20:35.028 numerical measure . And here's an 20:35.028 --> 20:37.100 example . Accurately processing 50 20:37.100 --> 20:39.810 housing applications per day . Um , 20:39.820 --> 20:41.970 that's That's a results oriented . 20:41.970 --> 20:45.400 That's a quantity based measure quality 20:45.400 --> 20:47.678 base measure is a little bit different , 20:47.678 --> 20:49.730 Um , and then focuses on what the 20:49.730 --> 20:52.130 employee does to get to that goal . And 20:52.130 --> 20:54.540 here's an example . Customer complaints 20:54.540 --> 20:56.630 should be actively listened to 20:56.640 --> 20:58.730 documented in writing , thoroughly 20:58.730 --> 21:02.170 investigated , resolved 21:02.540 --> 21:04.780 and then the results should be 21:04.780 --> 21:07.200 communicated within two working days . 21:07.210 --> 21:09.580 So that is a very interesting 21:09.580 --> 21:12.280 competency , Um , and very different 21:12.280 --> 21:14.460 from processing housing applications . 21:14.470 --> 21:16.692 So there is a huge difference between a 21:16.692 --> 21:19.850 quantifiable assessment or competency 21:19.860 --> 21:22.750 and a qualitative competency . The 21:22.750 --> 21:25.060 second one is going to require a little 21:25.060 --> 21:27.980 more in depth look at the person and 21:27.980 --> 21:30.610 how they're doing things you can do . 21:30.620 --> 21:34.260 Um , measure , uh , in a quantitative 21:34.260 --> 21:37.300 way just by looking at a report . So 21:37.300 --> 21:39.467 what we're talking about more today is 21:39.467 --> 21:42.120 our quality measurements and our 21:42.120 --> 21:45.670 behavioral expectations and how to , um , 21:45.680 --> 21:49.250 how to do this effectively equitably , 21:49.260 --> 21:52.020 um , and and get the best bang for your 21:52.020 --> 21:55.960 buck . All right , Something else 21:55.960 --> 21:58.127 important . And I know these seem kind 21:58.127 --> 22:00.293 of scattered , but they're all kind of 22:00.293 --> 22:00.200 those underlying concepts you need to 22:00.200 --> 22:02.256 think about , um , you need to think 22:02.256 --> 22:04.089 about whether you're measuring a 22:04.089 --> 22:06.200 knowledge or a skill , and there is a 22:06.200 --> 22:09.740 big difference . Um , knowledge can be 22:09.740 --> 22:13.350 done . A knowledge competency , uh , 22:13.360 --> 22:15.249 can be assessed with something as 22:15.249 --> 22:17.471 simple as a multiple choice exam . Um , 22:17.471 --> 22:20.730 you either . No , what a break looks 22:20.730 --> 22:22.910 like on a bicycle , or you don't . 22:22.920 --> 22:26.680 That's a knowledge competency . A skill 22:26.680 --> 22:29.500 Competency is very different . A skill 22:29.500 --> 22:31.820 competency requires someone to actually 22:31.820 --> 22:34.210 watch you do something or go through a 22:34.210 --> 22:37.640 process or understand a thought 22:37.640 --> 22:40.870 process , for instance . So there is a 22:40.870 --> 22:43.360 little bit of a difference there 22:43.360 --> 22:45.660 between the two . I will leave this for 22:45.660 --> 22:47.910 you to think about that as you're 22:47.910 --> 22:50.030 building your competencies . Um , and 22:50.030 --> 22:52.363 this chart comes from obsidian Learning , 22:52.363 --> 22:54.308 which is , um , a company that has 22:54.308 --> 22:56.363 created some resources on competency 22:56.363 --> 22:59.340 based learning . All right , and a few 22:59.340 --> 23:01.562 considerations . Um , I always throw in 23:01.562 --> 23:03.970 a few tips here and there , too , um , 23:03.970 --> 23:06.248 to just give you some food for thought . 23:06.248 --> 23:08.470 So it's really important that if you're 23:08.470 --> 23:10.692 measuring different competencies within 23:10.692 --> 23:13.750 a job area that you start with a good 23:13.750 --> 23:16.730 competency map , um , competencies by 23:16.730 --> 23:20.340 themselves are irrelevant . They really 23:20.340 --> 23:24.170 need to be part of a bigger training 23:24.170 --> 23:27.220 picture . Um , and and there should be 23:27.220 --> 23:29.331 several competencies . And the reason 23:29.331 --> 23:32.320 for that is to help your employees see 23:32.320 --> 23:34.960 a path to growth or a path to promotion . 23:35.340 --> 23:37.118 Um , you want to make sure your 23:37.118 --> 23:39.173 competencies are always aligned with 23:39.173 --> 23:40.951 business goals ? Um , I find it 23:40.951 --> 23:42.951 interesting when I see competencies 23:42.951 --> 23:45.173 that have nothing to do with the job or 23:45.173 --> 23:47.229 nothing to do with the course . Um , 23:47.229 --> 23:49.340 it's It's just occasionally there may 23:49.340 --> 23:51.229 be one that's a soft skill . Um , 23:51.229 --> 23:53.562 that's outside of a business goal . But , 23:53.562 --> 23:55.673 um , for the most part , they need to 23:55.673 --> 23:57.673 be aligned very well with what your 23:57.673 --> 23:59.784 company or your organization wants to 23:59.784 --> 24:02.540 do . Um , again , I've already said 24:02.540 --> 24:04.596 this . They should be based on clear 24:04.596 --> 24:06.540 job requirements . Otherwise , the 24:06.540 --> 24:08.596 assessment you're doing is useless . 24:08.596 --> 24:11.850 You want it to have good results so 24:11.850 --> 24:13.850 that you can look at the results of 24:13.850 --> 24:15.410 that assessment and the job 24:15.410 --> 24:17.521 requirements and determine whether or 24:17.521 --> 24:20.270 not that employee has met that , um , 24:20.740 --> 24:22.907 you should also assess competencies in 24:22.907 --> 24:24.962 different ways . Um , a good mix , A 24:24.962 --> 24:26.740 good variety may be partially a 24:26.740 --> 24:28.740 multiple choice test . Partially an 24:28.740 --> 24:30.518 observable behavior test . Um , 24:30.518 --> 24:32.740 partially , partially some sort of meta 24:32.740 --> 24:35.040 cognition , some reflection on what 24:35.040 --> 24:38.200 they're learning . Um , so a best 24:38.200 --> 24:40.144 practice is to mix it up and use a 24:40.144 --> 24:42.144 different variety . One thing we do 24:42.144 --> 24:44.311 know , not everybody is good at taking 24:44.311 --> 24:46.430 a test . Um , some people get very 24:46.430 --> 24:48.541 nervous when they're being observed , 24:48.541 --> 24:51.540 but tests really well , um so So give 24:51.540 --> 24:55.360 your learners different opportunities 24:55.840 --> 24:58.850 to prove their skill . So that one 24:58.990 --> 25:01.510 single way is in a make or break 25:01.510 --> 25:04.480 assessment . Um , you also want to 25:04.480 --> 25:06.424 ensure all of your assessments are 25:06.424 --> 25:08.536 accessible to learners , um , and are 25:08.536 --> 25:10.647 created with equity . Um , the equity 25:10.647 --> 25:12.758 piece is very , very important . It's 25:12.758 --> 25:14.813 very difficult to describe . Um , we 25:14.813 --> 25:16.758 have learned in the last 10 months 25:16.758 --> 25:18.924 while we are here at home online , I'm 25:18.924 --> 25:21.036 in my home office . As you can tell , 25:21.036 --> 25:23.147 um , it's important that we recognize 25:23.147 --> 25:25.313 if we have an online assessment that a 25:25.313 --> 25:27.480 learner may not have a good connection 25:27.480 --> 25:29.202 and may get kicked out of that 25:29.202 --> 25:31.147 assessment , you've got to provide 25:31.147 --> 25:30.980 opportunities for them to be able to 25:30.980 --> 25:33.560 get back into that assessment . Um , 25:33.940 --> 25:36.850 you also need to consider those with 25:36.850 --> 25:40.280 minor disabilities were pretty good 25:40.290 --> 25:43.550 at recognizing major disabilities 25:43.560 --> 25:46.170 and and providing those , um , 25:47.640 --> 25:50.140 accommodations . But we're not always 25:50.140 --> 25:52.362 good about , um , thinking about people 25:52.362 --> 25:54.362 getting fatigued while they read or 25:54.362 --> 25:56.418 fatigued while they listen . So it's 25:56.418 --> 25:58.473 good to provide opportunities to get 25:58.473 --> 26:00.807 information through multiple means . Um , 26:00.807 --> 26:02.560 and that is the concept behind 26:02.560 --> 26:04.671 universal design for learning , which 26:04.671 --> 26:07.470 is our our major goal with higher 26:07.470 --> 26:09.650 education and how we look at our 26:09.650 --> 26:11.872 courses to make sure they're accessible 26:11.872 --> 26:13.872 to every student . Um , you want to 26:13.872 --> 26:15.928 just think about all of those ways , 26:15.928 --> 26:18.540 provide videos , provide reading , 26:18.540 --> 26:20.596 provide different ways that they can 26:20.596 --> 26:23.910 gain their information , and then 26:23.910 --> 26:26.260 different ways that they can 26:26.740 --> 26:29.650 show you that they've learned that 26:29.650 --> 26:32.210 information . Um , so those are 26:32.210 --> 26:34.432 important pieces . If you want to learn 26:34.432 --> 26:36.210 more about universal design for 26:36.210 --> 26:38.610 learning , I will add a link to the 26:38.610 --> 26:42.170 information I provide to you . All 26:42.170 --> 26:44.281 right , so with all that said , those 26:44.281 --> 26:46.614 are kind of some underlying things . Um , 26:46.614 --> 26:48.837 I do want to cover just briefly some of 26:48.837 --> 26:51.059 the different types of competency based 26:51.059 --> 26:53.059 assessments so that you're thinking 26:53.059 --> 26:55.226 about and looking at different ways of 26:55.226 --> 26:57.059 assessing your employees or your 26:57.059 --> 26:59.330 learners . Um , so there's several 26:59.330 --> 27:01.497 different ways there's these . I'm not 27:01.497 --> 27:03.441 going to go through these in depth 27:03.441 --> 27:05.552 because you probably know them . It's 27:05.552 --> 27:07.497 just a matter of making sure we're 27:07.497 --> 27:09.663 looking at every possible angle here . 27:09.940 --> 27:12.450 So there are objectively scored 27:12.450 --> 27:15.340 assessments . Those are exams . These 27:15.340 --> 27:17.396 are the common things that we use to 27:17.396 --> 27:19.507 assess everyone everywhere . Multiple 27:19.507 --> 27:21.950 choice reflections , open ended kinds 27:21.950 --> 27:23.839 of things . Um , so those are the 27:23.839 --> 27:26.061 common ones ? We have performance based 27:26.061 --> 27:28.339 assessments . We know about these . Um , 27:28.339 --> 27:30.506 these are very efficient . They take a 27:30.506 --> 27:33.820 lot of time . Um , but they are one of 27:33.820 --> 27:35.709 the best ways to learn whether an 27:35.709 --> 27:37.487 employee or learner has learned 27:37.487 --> 27:39.264 something is to put them in the 27:39.264 --> 27:41.431 environment and observe them . That we 27:41.431 --> 27:43.653 do that a lot with many , many things . 27:43.653 --> 27:45.598 And that is one of the best ways , 27:45.598 --> 27:47.598 highly recommend it along with some 27:47.598 --> 27:50.900 other assessments . Um , uh , this is 27:50.910 --> 27:52.966 the difference between a performance 27:52.966 --> 27:54.854 based assessment and a real world 27:54.854 --> 27:57.077 observation would be that a performance 27:57.077 --> 27:59.120 based assessment is probably in a 27:59.120 --> 28:02.560 simulated environment . A real world 28:02.560 --> 28:04.449 observation is going to be at the 28:04.449 --> 28:07.430 workplace . Both are good . They have 28:07.430 --> 28:09.920 their pros and cons . Depending on your 28:09.920 --> 28:13.450 field , your area , your content , it's 28:13.450 --> 28:15.770 up to you . Which one you use ? Um , 28:15.780 --> 28:17.947 it's always a good idea to have a good 28:17.947 --> 28:19.947 real world observation as kind of a 28:19.947 --> 28:22.113 summit of assessment to see how Lerner 28:22.113 --> 28:23.947 is truly going to perform in the 28:23.947 --> 28:26.002 environment . Um , there's also self 28:26.002 --> 28:27.724 assessments . These are really 28:27.724 --> 28:29.780 important . Um , I can't stress them 28:29.780 --> 28:31.836 enough , really . This is a piece we 28:31.836 --> 28:33.891 tend to forget , but asking learners 28:33.891 --> 28:35.836 what they've learned , how they've 28:35.836 --> 28:39.270 learned it , why they've learned it , 28:39.940 --> 28:43.840 just pausing to ask 28:43.840 --> 28:46.770 them those questions , 28:47.740 --> 28:51.040 Um , can really add a deeper 28:51.050 --> 28:53.460 element to your assessment . 28:54.940 --> 28:57.107 And we also have some , um , some kind 28:57.107 --> 28:59.218 of different kinds of things feedback 28:59.218 --> 29:01.329 from everyone around that employee or 29:01.329 --> 29:03.496 that learner who can give you input on 29:03.496 --> 29:05.607 to whether or not they have performed 29:05.607 --> 29:07.607 Well , um , this is used a lot with 29:07.607 --> 29:09.718 managers or leaders , and and a great 29:09.718 --> 29:11.773 feedback tool might make some people 29:11.773 --> 29:13.884 nervous to think their colleague next 29:13.884 --> 29:16.051 to them is providing feedback on their 29:16.051 --> 29:15.960 performance . So be careful of that . 29:16.540 --> 29:18.860 Be careful of those personal emotional 29:18.860 --> 29:20.971 relationships that can get in the way 29:20.971 --> 29:23.380 of honest feedback . Um , and then 29:23.380 --> 29:25.658 there we have hierarchical assessments . 29:25.658 --> 29:27.810 We do this a lot . Managers assessing 29:27.810 --> 29:31.730 their employees . Um , this is 29:31.730 --> 29:34.008 important . If you're looking for gaps , 29:34.008 --> 29:36.008 it's really important in those real 29:36.008 --> 29:38.119 world observations . Um , we also can 29:38.119 --> 29:40.174 do a skill gap analysis , which is a 29:40.174 --> 29:42.174 different kind of assessment that's 29:42.174 --> 29:44.174 looking specifically for gaps , not 29:44.174 --> 29:46.286 necessarily what they can do but what 29:46.286 --> 29:48.508 they can't do . Um , and then there are 29:48.508 --> 29:51.830 also some psychometric type performance 29:51.830 --> 29:53.940 tests we've all had , you know , I Q 29:53.940 --> 29:57.160 tests or aptitude tests or emotional 29:57.160 --> 30:00.020 intelligence tests . And those are 30:00.020 --> 30:01.964 sometimes good , especially at the 30:01.964 --> 30:04.310 front end of hiring . So those are all 30:04.310 --> 30:06.532 of our different types . I don't expect 30:06.532 --> 30:08.699 that you will see all of these in your 30:08.699 --> 30:10.921 world or in your experiences , but it's 30:10.921 --> 30:12.977 important to kind of understand that 30:12.977 --> 30:14.699 they are there . And there are 30:14.699 --> 30:16.921 different ways of assessing that aren't 30:16.921 --> 30:19.254 always just the traditional assessments , 30:19.940 --> 30:21.829 all right , and here's a few best 30:21.829 --> 30:24.051 practices just to , um , share a little 30:24.051 --> 30:25.940 bit more . I've said some of them 30:25.940 --> 30:27.996 already use a variety of assessments 30:27.996 --> 30:30.900 That's key for equity for bringing in 30:30.900 --> 30:33.680 those different kinds of learners , um , 30:33.680 --> 30:36.570 create the learning path . It's 30:36.570 --> 30:40.040 important for an employee or a learner 30:40.040 --> 30:42.430 to know that this assessment has a 30:42.430 --> 30:45.740 purpose . So if you're if you can pass 30:45.740 --> 30:47.920 this , then you can go here or you can 30:47.920 --> 30:50.480 go here . If you don't pass this , um , 30:50.480 --> 30:52.591 then these other things can happen so 30:52.591 --> 30:54.790 that clear path to why this assessment 30:54.790 --> 30:58.010 is important , Uh , to the employee or 30:58.010 --> 31:00.177 to the learner . This goes back to the 31:00.177 --> 31:02.232 What's in it for me issue . Um , and 31:02.232 --> 31:04.566 then we'll talk about that a little bit . 31:04.566 --> 31:06.621 And when we talk about badges , um , 31:06.621 --> 31:08.566 you want to ensure consistency and 31:08.566 --> 31:10.788 equity . You want to be aware of bias . 31:10.788 --> 31:13.010 This is when I haven't touched on yet . 31:13.010 --> 31:15.066 Um , we all have bias . Every single 31:15.066 --> 31:17.232 one of us has some sort of bias . Um , 31:17.240 --> 31:18.962 sometimes it's a racial bias . 31:18.962 --> 31:21.820 Sometimes it's a class bias . Uh , 31:21.830 --> 31:24.110 sometimes it could just be a bias in . 31:24.120 --> 31:26.120 Um , you know , I just don't really 31:26.120 --> 31:29.160 like how this person behaves . It's 31:29.160 --> 31:31.930 important that we do what we can to 31:31.930 --> 31:35.680 eliminate those biases . We like 31:35.690 --> 31:37.801 some people better than others . It's 31:37.801 --> 31:40.134 how we are . It's our human nature . Um , 31:40.134 --> 31:42.880 but be aware of your bias is one thing 31:42.880 --> 31:45.380 I have found that I can do is if you , 31:45.390 --> 31:48.120 if you really are assessing with a test , 31:48.130 --> 31:49.908 um , something that can be done 31:49.908 --> 31:51.908 objectively without knowing who the 31:51.908 --> 31:53.963 person is on the other end , it is a 31:53.963 --> 31:56.186 better assessment . So , for instance , 31:56.186 --> 31:58.352 in in the in my world in the classroom 31:58.352 --> 32:00.190 world . I can grade my students 32:00.190 --> 32:02.340 assignments without their names . And 32:02.340 --> 32:05.180 that gives me a really good , um , 32:05.190 --> 32:07.190 sense of whether or not I've taught 32:07.190 --> 32:09.246 what I needed to teach , because I'm 32:09.246 --> 32:12.920 not looking at a good student that I 32:12.920 --> 32:15.031 know is a good student , because I've 32:15.031 --> 32:17.410 been face to face with them , um , any 32:17.410 --> 32:19.354 differently than I am . Maybe that 32:19.354 --> 32:21.577 student who has been showing up a lot . 32:21.577 --> 32:23.770 So it takes my bias my own personal 32:23.770 --> 32:26.560 bias , out of the equation and allows 32:26.560 --> 32:28.670 me to assess fairly , 32:29.540 --> 32:33.030 Um , okay , so be clear and transparent . 32:33.040 --> 32:35.020 That's , um , something that's 32:35.020 --> 32:37.330 important in all environments , but we 32:37.330 --> 32:39.970 don't want a good assessment is not a 32:39.970 --> 32:42.170 gotcha assessment . It's not one that 32:42.740 --> 32:44.930 that throws in a random question that 32:44.930 --> 32:47.600 this person could not possibly know . A 32:47.600 --> 32:49.770 good assessment is fair and really is 32:49.770 --> 32:52.270 clear and transparent as to why it's 32:52.270 --> 32:54.000 being given . There are good 32:54.000 --> 32:56.050 instructions for how to do it . 32:56.190 --> 32:58.540 Everything is clear . There are 32:58.540 --> 33:01.280 resources that go with that assessment 33:01.290 --> 33:03.950 as well . Mm . 33:04.840 --> 33:08.320 Also , um , the best assessments are 33:08.320 --> 33:11.370 personal . They are designed for the 33:11.370 --> 33:14.460 job , for the person for , um , 33:15.240 --> 33:17.573 I don't even know how to say this , but , 33:17.573 --> 33:20.130 um , when you can make it personal , it 33:20.130 --> 33:22.830 gets better . So by that , what ? What 33:22.830 --> 33:24.997 I mean by that is is having a sit down 33:24.997 --> 33:27.219 conversation with someone after they've 33:27.219 --> 33:29.386 done assessment you can . You can look 33:29.386 --> 33:31.386 at it very clearly and say , Okay , 33:31.386 --> 33:33.552 let's talk about this as it relates to 33:33.552 --> 33:35.774 you . What are your goals ? What do you 33:35.774 --> 33:37.830 want to do ? Um , and then where are 33:37.830 --> 33:39.774 the gaps that we see to get you to 33:39.774 --> 33:41.886 where you want to be ? Always go back 33:41.886 --> 33:44.920 to what's in it for the learner . That 33:44.920 --> 33:47.990 is key that gets by in . It helps that 33:47.990 --> 33:51.220 Lerner move forward . Um , I've already 33:51.220 --> 33:53.442 mentioned growth mindset principles . I 33:53.442 --> 33:56.520 did not mention retrieval , though . Um , 33:56.530 --> 34:00.510 it's important . What we know from , uh , 34:00.520 --> 34:03.020 teaching learning research is that the 34:03.020 --> 34:05.850 more someone does something or retrieve 34:05.850 --> 34:07.961 something from their mind without any 34:07.961 --> 34:10.980 kind of assistance , the better they 34:10.980 --> 34:12.980 learn it . So the more someone does 34:12.980 --> 34:15.147 something , the better it sticks . And 34:15.147 --> 34:17.313 we literally now know that the neurons 34:17.313 --> 34:19.313 in your brain change when you learn 34:19.313 --> 34:21.591 something new , and the more you do it , 34:21.591 --> 34:23.924 the more connected those neurons become . 34:24.140 --> 34:26.890 Not a psychologist . I know nothing 34:26.890 --> 34:29.030 about the brain . But I do know that 34:29.030 --> 34:31.550 our research shows that those paths get 34:31.550 --> 34:34.880 stronger . Um , I've mentioned failure 34:34.880 --> 34:37.160 how important it is to understand 34:37.160 --> 34:39.800 growth mindset and failure and that 34:39.800 --> 34:43.280 failure is the opportunity to learn . 34:43.290 --> 34:46.260 Um , and that comes with revision and 34:46.260 --> 34:48.820 redoing and retrial and then 34:48.820 --> 34:51.050 reassessment all important principle 34:51.060 --> 34:52.830 principles . Um , and then the 34:52.830 --> 34:54.960 authentic and empathetic with your 34:54.960 --> 34:57.071 feedback . Um , I've been involved in 34:57.071 --> 34:59.127 situations where feedback has been a 34:59.127 --> 35:01.293 little abrupt . Almost rude . I mean , 35:01.293 --> 35:03.571 um , that doesn't get anybody anywhere . 35:03.571 --> 35:05.920 All it does is just make the learner 35:05.920 --> 35:08.290 feel bad . So be empathetic with your 35:08.290 --> 35:10.860 feedback if someone fails miserably , 35:11.240 --> 35:13.700 Um , just let them know that it's okay 35:13.700 --> 35:15.867 that everybody fails that we just need 35:15.867 --> 35:17.978 to try a little bit harder . Or maybe 35:17.978 --> 35:20.089 this is not the right place for you . 35:20.089 --> 35:22.200 It's okay to have that conversation . 35:22.640 --> 35:24.751 All right . And with that , I'm gonna 35:24.751 --> 35:26.751 recognize that many of you are in a 35:26.751 --> 35:28.751 situation where you're dealing with 35:28.751 --> 35:30.362 military members . So , um , 35:32.140 --> 35:35.590 changing the fit , maybe a little more 35:35.590 --> 35:39.310 tive called . All right . And so 35:39.320 --> 35:41.487 that's going to bring me to kind of my 35:41.487 --> 35:43.540 last point for this session is what 35:43.540 --> 35:45.650 about badges ? What about badges . 35:45.650 --> 35:47.761 There's this new , this new thing out 35:47.761 --> 35:49.594 there digital . We may not quite 35:49.594 --> 35:51.706 understand why it's important or what 35:51.706 --> 35:53.872 it is . I personally did not . It took 35:53.872 --> 35:55.928 me a while to come to this , um idea 35:55.928 --> 35:58.150 that badges badging is good , because I 35:58.150 --> 36:00.620 I , um as an older adult did not see 36:00.620 --> 36:03.810 the point . Um , but as we bring in 36:03.810 --> 36:05.754 younger folks into the workplace , 36:05.754 --> 36:08.390 there's they have a much more , uh , 36:08.400 --> 36:10.610 digital presence , and they understand 36:10.610 --> 36:13.850 things differently than I do . Um , so 36:13.850 --> 36:17.590 what I have learned is that badging is 36:17.590 --> 36:19.690 important to some people . So let me 36:19.690 --> 36:21.412 just explain , in case this is 36:21.412 --> 36:23.550 something you are not familiar with , 36:23.550 --> 36:25.772 I'm going to explain a little bit about 36:25.772 --> 36:28.600 badges . So all badges are is a way for 36:28.610 --> 36:30.610 learners to prove that they've done 36:30.610 --> 36:32.388 something . So the way that I'm 36:32.388 --> 36:34.840 thinking of badges is that it is a 36:34.840 --> 36:38.550 replacement for the old 36:38.550 --> 36:41.880 fashioned paper certificate . 36:41.890 --> 36:45.590 So , back in the old days , back in 36:45.590 --> 36:48.500 19 nineties , um , back when I was a 36:48.500 --> 36:50.667 new professional , I would get a paper 36:50.667 --> 36:52.389 certificate . When I completed 36:52.389 --> 36:54.167 something , you know , you do a 36:54.167 --> 36:55.944 training in HR . They say you a 36:55.944 --> 36:58.167 certificate that says Congratulations , 36:58.167 --> 37:00.222 Shelley . How you've done this , all 37:00.222 --> 37:02.660 right ? That is truly all a digital 37:02.660 --> 37:06.400 badge is it is an electronic version of 37:06.400 --> 37:08.456 a paper certificate . Now , that's a 37:08.456 --> 37:10.511 very basic explanation , but for the 37:10.511 --> 37:13.010 most part , that is true . So our 37:13.010 --> 37:15.470 research does show that learners , even 37:15.470 --> 37:18.140 adult learners are interested in having 37:18.140 --> 37:20.350 these digital badges so that they can 37:20.350 --> 37:22.670 showcase what they've learned and what 37:22.670 --> 37:25.470 they know . It's , um , a recognition 37:25.470 --> 37:27.748 of their skills and their achievements . 37:27.748 --> 37:30.770 So , um , popular badging platforms , 37:30.780 --> 37:33.170 the one we use at U . T s A . Is 37:33.170 --> 37:35.380 credibly . Um , it is , uh , an 37:35.380 --> 37:37.960 international platform . Learners 37:37.960 --> 37:41.660 create an account for free , and then 37:42.430 --> 37:44.597 the badges that they earn in different 37:44.597 --> 37:48.080 venues are 37:48.090 --> 37:52.020 all collected in that one 37:52.020 --> 37:54.800 location , and then they can connect 37:54.800 --> 37:57.022 those . Um , and I use LinkedIn because 37:57.022 --> 37:59.078 I do . I I think of badges in a more 37:59.078 --> 38:01.189 professional way . In this particular 38:01.189 --> 38:03.411 presentation is more about professional 38:03.411 --> 38:05.578 badges . Um , there are other places . 38:05.578 --> 38:07.911 There's gaming platforms where you , um , 38:07.911 --> 38:09.967 have badges . But in this particular 38:09.967 --> 38:12.133 case , Lincoln is the best example for 38:12.133 --> 38:15.070 us . So think about scouts and how , um , 38:15.080 --> 38:17.136 badging has always been a process in 38:17.136 --> 38:19.358 scouts , and , you know , you know , on 38:19.358 --> 38:21.800 Girl Scouts , Boy scouts , they wear 38:21.800 --> 38:23.856 sash that has all of their patches . 38:23.920 --> 38:26.970 Those are badges . Same thing , same 38:26.970 --> 38:30.810 concept . All right , so why badges ? 38:30.820 --> 38:33.030 Um , they provide feedback for the 38:33.030 --> 38:35.141 learner . This is always an important 38:35.141 --> 38:37.363 concept that feedback to the learner is 38:37.363 --> 38:40.120 necessary . Immediate feedback is best . 38:40.130 --> 38:43.000 We can't always do that , but bad just 38:43.000 --> 38:46.920 provide feedback showing that they have 38:46.920 --> 38:48.920 actually completed this . So it's a 38:48.920 --> 38:50.980 visual representation of something 38:50.980 --> 38:53.080 they've completed . Um , they help 38:53.080 --> 38:55.136 learners visually see the goals they 38:55.136 --> 38:57.080 want to attain . Uh , another good 38:57.080 --> 38:59.870 example for you is that I am currently 38:59.880 --> 39:03.140 facilitating a course with about 50 39:03.140 --> 39:05.330 faculty at U . T . S . A . That is a 39:05.330 --> 39:07.720 national course from the Association of 39:07.720 --> 39:10.510 College and University Educators to 25 39:10.510 --> 39:13.080 week course . The content is irrelevant . 39:13.080 --> 39:15.360 It's about teaching . Um , but every 39:15.360 --> 39:17.249 time we complete a module in that 39:17.249 --> 39:20.070 program , we get a badge and I can go 39:20.070 --> 39:22.100 and look at my list of badges , and 39:22.100 --> 39:25.290 that helps me see my progress . And it 39:25.290 --> 39:27.360 is very interesting to me that I get 39:27.360 --> 39:29.730 excited about that . I'm like , Yes , 39:29.730 --> 39:31.910 one more badge . Um , these are hard . 39:31.920 --> 39:33.864 These are difficult to obtain . So 39:33.864 --> 39:35.698 every time I get a new one . I'm 39:35.698 --> 39:37.809 excited about that . And I frequently 39:37.809 --> 39:40.031 go and watch my progress . Visually , I 39:40.031 --> 39:42.031 feel like I'm a visual learner . So 39:42.031 --> 39:44.480 anything I can see to help me , um , 39:44.490 --> 39:47.290 keep my my stamina and my motivation 39:47.290 --> 39:50.190 going is good for me . So it's a very 39:50.190 --> 39:52.079 good example of why badges can be 39:52.079 --> 39:54.760 important . Um , they provide that 39:54.760 --> 39:56.927 meaningful carrot . You know , we talk 39:56.927 --> 39:59.093 about carrots and sticks . Um , badges 39:59.093 --> 40:01.610 are good carrot to show someone that 40:01.610 --> 40:04.130 they've , they've got accomplishments . 40:04.130 --> 40:06.190 And then again , that visual 40:06.190 --> 40:08.940 representation on the screen is helpful . 40:09.510 --> 40:13.140 Um , this gives them a way to show 40:13.710 --> 40:15.960 future employers , in my case , with 40:15.960 --> 40:19.710 students or their current employer , 40:19.710 --> 40:21.821 that they have certain things , too . 40:21.821 --> 40:23.377 And they're meeting certain 40:23.377 --> 40:25.599 requirements . So it's essentially kind 40:25.599 --> 40:27.710 of a display of badges . It's kind of 40:27.710 --> 40:30.920 your sash of your scouting badges . Um , 40:30.930 --> 40:34.000 they also can show , um , if you set 40:34.000 --> 40:36.860 them up in a way that that , um , shows 40:36.870 --> 40:38.870 all of the learners in a particular 40:38.870 --> 40:40.926 situation , they can see how they're 40:40.926 --> 40:43.240 doing with others . Um , that's 40:43.610 --> 40:45.888 depending on the situation . Of course , 40:45.888 --> 40:47.777 we don't do that with our college 40:47.777 --> 40:51.470 students necessarily , but , um , in a 40:51.480 --> 40:54.520 professional environment . It might be 40:54.520 --> 40:56.920 important if you're having a sales 40:56.920 --> 40:59.142 competition , for instance . That might 40:59.142 --> 41:01.309 be a fun thing for where a lot of this 41:01.309 --> 41:03.531 information comes from badge benefits . 41:03.531 --> 41:06.540 I believe this is from e learning 41:06.540 --> 41:09.040 industry or training magazine . I can't 41:09.040 --> 41:11.420 remember , but it's also listed at the 41:11.420 --> 41:14.720 end , all right , and a few best 41:14.720 --> 41:17.790 practices with badges before we go , um , 41:17.790 --> 41:19.901 they need to have meaning . They need 41:19.901 --> 41:22.310 to have context . You can't just put 41:22.310 --> 41:24.150 badges out there that have no 41:24.160 --> 41:27.410 connection to a next step or something 41:27.410 --> 41:30.040 that needs to happen . So create really 41:30.050 --> 41:33.070 clear criteria . The criteria needs to 41:33.070 --> 41:36.940 be , um , transparent learners need to 41:36.940 --> 41:39.107 know what they need to be able to do , 41:39.107 --> 41:41.051 um , and then don't get badges for 41:41.051 --> 41:43.273 trivial activities . This is one of the 41:43.273 --> 41:45.496 things that we're finding in our , uh , 41:45.496 --> 41:47.607 education environment , especially in 41:47.607 --> 41:49.829 higher education , that you can clutter 41:49.829 --> 41:51.996 up a program with too many badges . So 41:51.996 --> 41:54.051 you want to make sure the activities 41:54.051 --> 41:57.160 are meaningful to the learner and that 41:57.160 --> 42:00.900 when they completed it and earn that 42:00.900 --> 42:04.120 badge that it has some sort of 42:04.130 --> 42:07.890 purpose . Um , And you also here's 42:07.890 --> 42:09.668 where I've got , um You want to 42:09.668 --> 42:11.723 articulate the benefits of earning a 42:11.723 --> 42:13.834 badge to your learners . You're going 42:13.834 --> 42:16.057 to create a good badging program . Um , 42:16.057 --> 42:18.168 there have to be benefits . There has 42:18.168 --> 42:20.334 to be some sort of message showing the 42:20.334 --> 42:22.334 learner what's in it for them . Why 42:22.334 --> 42:24.790 they want to earn that badge . Um , 42:24.800 --> 42:26.633 back to feed back a little bit , 42:26.633 --> 42:29.240 delivering feedback and the badges to 42:29.240 --> 42:31.351 the learners . You want to do that as 42:31.351 --> 42:33.880 quickly as possible ? Um , it loses 42:33.880 --> 42:36.290 meaning every single day that you don't 42:36.290 --> 42:40.050 do that . So , um , the 42:40.060 --> 42:43.900 quicker the feedback , the 42:43.900 --> 42:47.490 better . Instant feedback is 42:47.490 --> 42:49.379 best , but it's sometimes hard to 42:49.379 --> 42:52.660 provide that , um And then , if you've 42:52.660 --> 42:55.560 got a a sequence of badges , make sure 42:55.560 --> 42:57.510 that path back to Bloom's taxonomy 42:57.520 --> 42:59.631 think about making sure they have the 42:59.631 --> 43:01.687 basic defining knowledge first , and 43:01.687 --> 43:03.909 they earn those badges before they move 43:03.909 --> 43:05.520 to the next badge that would 43:05.520 --> 43:07.798 demonstrate more knowledge or practice . 43:09.800 --> 43:12.620 All right , I made it through that . So 43:12.620 --> 43:14.509 I've provided you here with a few 43:14.509 --> 43:16.787 resources again . These are links . Um , 43:16.787 --> 43:18.898 that will send you to a few different 43:18.898 --> 43:20.953 places that have good information on 43:20.953 --> 43:24.200 badging e learning industry as one , um , 43:24.200 --> 43:27.380 the training journal and association 43:27.380 --> 43:29.158 for talent development and then 43:29.158 --> 43:31.380 training magazine . Um , because you're 43:31.380 --> 43:33.491 learning professionals , you probably 43:33.491 --> 43:35.658 already have access to all of these or 43:35.658 --> 43:37.713 know about them . Um , if not highly 43:37.713 --> 43:39.880 recommend you delve into some of these 43:39.880 --> 43:42.380 resources , um , they will help you 43:42.380 --> 43:44.658 gain a better understanding of badging . 43:45.000 --> 43:47.100 They're also , if your 43:47.100 --> 43:50.510 supervisor , there's some 43:50.510 --> 43:54.240 good suggestions and these 43:54.240 --> 43:57.340 about , um talking , Um And so 43:57.340 --> 43:59.380 hopefully I've provided you in this 43:59.380 --> 44:02.000 session with some helpful information , 44:02.000 --> 44:04.120 some helpful context . Um , and I 44:04.120 --> 44:06.231 really look forward to talking to you 44:06.231 --> 44:08.453 live answering your questions , kind of 44:08.453 --> 44:10.398 getting a sense of of where you're 44:10.398 --> 44:12.564 going with your competency program and 44:12.564 --> 44:14.731 your badges and kind of how that's all 44:14.731 --> 44:16.842 coming together . I love watching new 44:16.842 --> 44:19.009 things being developed . So this is my 44:19.009 --> 44:20.898 information . In case you want to 44:20.898 --> 44:23.009 contact me at any time again , I'm at 44:23.009 --> 44:25.287 the University of Texas at San Antonio . 44:25.790 --> 44:28.110 Um , these are the ways that you can 44:28.110 --> 44:31.190 find me . And just in case you're ever 44:31.190 --> 44:33.250 curious , this is a link to the 44:33.250 --> 44:35.417 teaching resources that we provide for 44:35.417 --> 44:37.472 our faculty . There's a whole lot of 44:37.472 --> 44:39.528 information there that I believe you 44:39.528 --> 44:41.583 will find helpful . It is all free . 44:41.583 --> 44:44.580 It's open to anyone . We have videos on 44:44.580 --> 44:47.310 active learning techniques because we 44:47.310 --> 44:50.920 have a lot of resources on , 44:51.690 --> 44:55.250 um , competencies on outcomes , which I 44:55.250 --> 44:57.528 mentioned earlier in this presentation . 44:57.528 --> 44:59.700 So feel free to use them . They are 44:59.700 --> 45:01.811 there for for the public in general . 45:01.811 --> 45:04.220 So , um , again , Shelley Howell and I 45:04.220 --> 45:06.331 look forward to seeing you later this 45:06.331 --> 45:08.830 month at our Q and A session . Have a 45:08.830 --> 45:09.510 great week .