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In today's dynamic educational landscape, teachers strive to inspire learners and ensure achievement for all continually. The drive to refine teaching methods has led educators to seek a more profound understanding and proficiency in Competency-Based Education (CBE). Marzano Academies has positioned itself as a leading force in helping educators achieve this goal. Why Competency-Based Education Matters Inspiring Learners: At the heart of education lies the commitment to inspire learners, ensuring every student reaches their fullest potential. This is the driving force behind the adoption of CBE. Deepening Knowledge: CBE offers teachers an avenue to broaden and deepen their instructional knowledge. It [...]

As the landscape of education continues to evolve, Marzano Academies, under the stalwart leadership of Robert Marzano, is forging a path toward transformative change. In an era defined by standardization, Marzano Academies has become a beacon of innovation in competency-based education (CBE), a revolutionary approach that prioritizes student mastery over the traditional age-based progression model. Marzano Academies is dedicated to partnering with schools, regardless of type or location, to develop agency and ensure achievement for all. This system is more than just a pedagogical strategy; it is an ecosystem in which students can learn, grow, and thrive at their own pace. [...]

The Covid-19 pandemic significantly disrupted traditional education systems worldwide, forcing many schools to close their doors and transition to remote learning. This sudden shift presented numerous challenges for students and educators, leading to learning gaps, and decreased academic performance. However, one approach that has been instrumental in helping students bounce back and improve their grades is competency-based education. By focusing on targeted and structured learning, this approach has become a powerful tool in bridging the gaps caused by school shutdowns. The Marzano Academies approach to competency-based education with our 16 School Level Indicators supports schools in building systems that help students [...]

The Covid-19 pandemic significantly disrupted traditional education systems worldwide. The sudden shift to remote learning presented numerous challenges for educators and students alike and resulted in a widespread decrease in academic performance and a widening of many pre-existing learning gaps. One effective recovery approach has been competency-based education. Competency-based education’s focus on clear learning goals, targeted and timely feedback, and valid and reliable assessment and grading practices was helping to improve student achievement and close learning gaps prior to the pandemic, and CBE has emerged as a leader in empowering students to regain their academic footing and thrive post-Covid-19. Tailored Learning [...]

In short, NO. Marzano Academies works with schools that use letter grades, percentages, words, or graphics to inform interested parties on how learners are progressing through the learning. Educators often confuse the needs of the different stakeholder groups. They are different. Marzano Academies helps schools identify the stakeholder groups and then create reports to meet their needs. A single report is often generated for all stakeholder groups. This approach does not consider the individual group’s need for information. The need is predicated on determining how a learner is doing. There are two primary groups of stakeholders in a school, internal and [...]

Question: Is there a difference between standards-referenced grading (SRG) and competency-based education (CBE)? Answer: The short answer is yes. Competency-based education (CBE), sometimes referred to as standards-based, is the focus of the Marzano Academies Model of Education. We define CBE as having processes and practices that ensure that learners “demonstrate mastery of the content at one level before they move on to the next level” (Marzano, Kosena and Hubbs, 2022). Learners are challenged at a cognitive level appropriate for their maturity and previous exposure to content. Teachers present the curriculum not based on age but on what the learner is ready to learn. [...]

The short answer is no. Since we are humans evaluating humans through our assessments, there is no such thing as an entirely objective assessment. Even how you distribute potential points for the test is subjective and can change from classroom to classroom. What works better is to be fair in your assessments so all students have an equal chance. Proficiency scales help you define the criteria for learning both for you and your learner. A teacher should ensure their assessments are criterion specific. In competency-based education, the purpose of assessing shifts from a need to collect points so one can give [...]

Question: If I mark a student proficient in September, won’t they forget it by March? Answer: The short answer is yes. People often express concern about marking a learner proficient early in the school year and then progressing to other learning. They worry, rightly so, that learners will not remember what they learned and therefore should not be considered proficient. There is truth to this. Humans will not easily recall information and knowledge if they do not revisit, recall, and use it for some time. While the use of proficiency scales to build assessments and drive instruction will bring deeper focus [...]

Can learners provide evidence of the Scale Level 3.0 if they can’t show all Scale Level 2.0 without error? The short answer is YES. When implementing Competency-based education, it is natural to think about learning as a staircase that progresses in even steps to cover the gap between where a student is currently independent in their thinking and where they can reach with the support of the teacher – or other more knowledgeable individuals like classmates, older mentor students, or community experts. This gap is known as the Zone of Proximal Development. It is a theory put forth by [...]