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<h2 class="hd hd-2 unit-title">Introduction to Course Assignments</h2>
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<p>For this course, you will create an artifact that will help you start or continue a conversation around CBE. Maybe this artifact is a document, or maybe it’s something else; the goal of the conversation is up to you and it will depend on where your school or organization is now regarding exploring CBE.</p>
<p><strong>Remember that experimenting with CBE isn’t necessarily right for everyone.</strong> We hope that the conversation you eventually have will help you and a stakeholder make sense of competency-based education and think about teaching and learning in new ways. </p>
<ul>
<li>Assignment 1 (Unit 1): Preparation for Creating Your Artifact</li>
<li>Assignment 2 (Unit 2): Create an Artifact to Prompt a Conversation Around CBE (Draft 1) </li>
<li>Assignment 3 (Unit 3): Refine Your Artifact (Draft 2)</li>
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<h3 class="hd hd-2">Introduction to Assignments for this Course</h3>
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<h2 class="hd hd-2 unit-title">Assignment 1: Preparation for Creating Your Artifact</h2>
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<h3 style="background-color: #339966; font-size: 20px; color: #256a97; height: 35px; text-indent: 10px; padding-top: 10px; border-radius: 3px;"><span color="#ffffff" style="color: #ffffff;"><b>Instructions</b></span></h3>
<p>Respond to the following prompts. It's fine for your responses to be a little rough, but remember that your classmates will be reading them. </p>
<ol>
<li><strong><strong>Where your school or organization is now regarding CBE</strong>: </strong>Have people heard of it? Have there already been some experiments? </li>
<li><strong>Choose the stakeholder that will be the target audience for your conversation.</strong> This could be one person, like the superintendent of your school district, or a group of people, like your local educators' book club.</li>
<li><strong>Think about what type of conversation you want to have.</strong> Do you want to have a serious talk with your assistant principal about doing a CBE-style experiment in your classroom? An informal chat with a co-worker about whether or not to do some CBE-related professional development this summer? Whatever it is, think about what your goal is.</li>
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<p><strong>Share your responses with your trusted colleagues.</strong> <strong>Provide information (briefly) about your role and your context</strong> (Are you in a school or other organization? What is your location, size, demographics, or any other relevant characteristics?). </p>
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<h2 class="hd hd-2 unit-title">Peer Review Guidelines</h2>
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<p>Peer review in Competency-Based Education: The Why, What, and How is the process of sharing your work with participants of this course in the forum and giving and receiving feedback. We have included peer review in the course for two reasons. The first reason is that there's no way course staff could comment on every student's work. The more important reason is that even if you are taking this course with colleagues at your school, your virtual classmates can still be a helpful resource. Not everyone is familiar with the experience of peer review and giving constructive feedback, so please keep in mind these guidelines.</p>
<h3>Goals for Giving Feedback</h3>
<ul>
<li>Challenge and encourage the participant to improve and refine their ideas.</li>
<li>Provide feedback on how clearly the participant is expressing ideas.</li>
<li>Reflect on how the work supports the participant's objectives.</li>
<li>Consider how the participant's work influences your own thinking.</li>
</ul>
<p><strong>Note:</strong> Editing and proofreading are much less important, unless the participant has specifically requested help in those areas.</p>
<h3>Tips for Great Feedback</h3>
<p><strong>Read or review the entire work</strong> (which could include multiple documents) before commenting. Then <strong>consider commenting on the biggest issues first</strong>. Both your and the participant’s time are limited, so major issues should be addressed before smaller details. Is the participant <strong>missing areas of the assignment?</strong> Identify work that isn’t there or needs to be explained more fully. If the participant has questions about something you said, <strong>feel free to engage in a more in-depth discussion.</strong>It will likely be helpful in framing your thinking for both of you!</p>
<p>For each assignment, we'll provide <strong>guiding questions or prompts</strong> for to help you give quality feedback. Make sure to respond to these questions.</p>
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<tbody>
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<td>
<p><strong>Note strengths! </strong>Praise the aspects you see as the strengths of the work. Point out specific features and explain why you think they are great ideas.</p>
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<p>Say "The way you explained the type of conversation you want to have is both concise and clear."</p>
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<p><strong>Be honest!</strong> Saying something nice just to be polite won't help the person improve.</p>
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<p>Don’t say “This artifact is perfect!” if this isn’t the case. </p>
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<p><strong>Be constructive!</strong> Saying something purely negative doesn't help the person figure out what to do about it, so try to offer suggestions.</p>
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<p>Don’t say: “Your definition of assessment is wrong.” Consider saying: “My school and I have a broader definition for assessment than you do. Have you considered exploring other definitions of assessment or asking others in your community about how they define assessment?" </p>
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<p><strong>Be specific!</strong> Explain clearly what you don't understand or how something could be stronger, as well as why you're making certain suggestions.</p>
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<p>Instead of saying "Your artifact is messy," you might say "Consider using less text and adding helpful images."</p>
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<p><strong>Ask questions.</strong> Asking questions can help the participant reflect on their intentions, and might bring to light where you may have gotten lost. </p>
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<p>Ask: "What kind of relationship do you have with your stakeholder(s)? When were you thinking about talking with them?"</p>
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<p>There's <strong>no need to argue</strong> with the participant. If you feel you've made your case for your suggested improvements and they are not receptive, move on to another project post.</p>
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<p>Ultimately it's up to the participant to be willing to take the feedback and incorporate it in order to improve their work.</p>
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