Standards-based grading: This refers to the practice of giving students nuanced and detailed descriptions of their performance against specific criteria or standards, not on a bell curve. A subset of project-based learning is problem-based learning, which focuses on a specific challenge for which students must find a solution. Key features are inquiry, exploration, the extended duration of the project, and iteration (requiring students to revise and reflect, for example). Project-based learning: Students learn through an extended project, which may have a number of checkpoints or assessments along the way. Typically, there is an attempt to build students’ ownership and understanding of their learning goals and often a focus on “personalizing” students’ learning based on their needs and interests. They refer to the practice of allowing students to progress in their learning as they master a set of standards or competencies.
Proficiency-based or competency-based learning: These terms are interchangeable. (A performance assessment, for instance, may be one element of a competency-based education program.) They’ve organized the terms here generally from less specific to more specific. In the absence of agreed-upon definitions for this evolving field, Education Week reporters developed a glossary based on interviews with teachers, assessment experts, and policy analysts. (An example: In science class, technology can simulate plant growth or land erosion, processes that take too long for a hands-on experiment.) Experts also emphasize the “authentic” nature of performance assessment and project-based learning, although “authentic” doesn’t always mean lifelike: A good performance assessment can use simulations, as long as they are faithful to real-world situations.
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