That Competency Guy
@thatcompetencyguy.bsky.social
Hi and welcome to "That Competency Guy", dedicated to all things Competency Based Education. Not much corporate propaganda here, we focus on how to make competency-based education work in the real world.
Thought of the day:
Attempting to do competency-based assessments without involving your students in the process is not competency-based assessment.
Conversely, involving them in the narrative makes it a true learning journey.
Attempting to do competency-based assessments without involving your students in the process is not competency-based assessment.
Conversely, involving them in the narrative makes it a true learning journey.
November 20, 2025 at 3:41 AM
Thought of the day:
Attempting to do competency-based assessments without involving your students in the process is not competency-based assessment.
Conversely, involving them in the narrative makes it a true learning journey.
Attempting to do competency-based assessments without involving your students in the process is not competency-based assessment.
Conversely, involving them in the narrative makes it a true learning journey.
How are attainments different that assessments?
Assessments are point-in time. Attainments may be achieved at any time.
Assessments are point-in time. Attainments may be achieved at any time.
November 14, 2025 at 11:40 PM
How are attainments different that assessments?
Assessments are point-in time. Attainments may be achieved at any time.
Assessments are point-in time. Attainments may be achieved at any time.
How can we measure learning?
Via conversations, observations, and evidence.
Via conversations, observations, and evidence.
November 12, 2025 at 11:58 PM
How can we measure learning?
Via conversations, observations, and evidence.
Via conversations, observations, and evidence.
Food for thought:
- The SIS tracks enrollment and schedules.
- The LMS delivers content and assignments.
How do you track student progression itself?
You need a tool guiding student learning and reporting true readiness.
Doing what neither the SIS nor LMS can.
- The SIS tracks enrollment and schedules.
- The LMS delivers content and assignments.
How do you track student progression itself?
You need a tool guiding student learning and reporting true readiness.
Doing what neither the SIS nor LMS can.
November 12, 2025 at 3:24 AM
Food for thought:
- The SIS tracks enrollment and schedules.
- The LMS delivers content and assignments.
How do you track student progression itself?
You need a tool guiding student learning and reporting true readiness.
Doing what neither the SIS nor LMS can.
- The SIS tracks enrollment and schedules.
- The LMS delivers content and assignments.
How do you track student progression itself?
You need a tool guiding student learning and reporting true readiness.
Doing what neither the SIS nor LMS can.
Have you ever heard of the Curb Cut Effect? You might not have, but you've benefitted from it. In a nutshell, accessible design ends up benefiting all users.
See ssir.org/articles/ent... for deets.
So it is in edu. Universal Design for Learning helps all learners, not just special needs kids.
See ssir.org/articles/ent... for deets.
So it is in edu. Universal Design for Learning helps all learners, not just special needs kids.
The Curb-Cut Effect (SSIR)
Laws and programs designed to benefit vulnerable groups, such as the disabled or people of color, often end up benefiting all of society.
ssir.org
November 8, 2025 at 1:32 AM
Have you ever heard of the Curb Cut Effect? You might not have, but you've benefitted from it. In a nutshell, accessible design ends up benefiting all users.
See ssir.org/articles/ent... for deets.
So it is in edu. Universal Design for Learning helps all learners, not just special needs kids.
See ssir.org/articles/ent... for deets.
So it is in edu. Universal Design for Learning helps all learners, not just special needs kids.
In too many districts, the current system works exactly as it was designed in the 1920s: sorting, ranking, promoting.
But today:
- Learning needs to be visible
- Skills need to be demonstrated
- Progress must be personalized
- Readiness matters more than seat time
But today:
- Learning needs to be visible
- Skills need to be demonstrated
- Progress must be personalized
- Readiness matters more than seat time
November 7, 2025 at 4:02 AM
In too many districts, the current system works exactly as it was designed in the 1920s: sorting, ranking, promoting.
But today:
- Learning needs to be visible
- Skills need to be demonstrated
- Progress must be personalized
- Readiness matters more than seat time
But today:
- Learning needs to be visible
- Skills need to be demonstrated
- Progress must be personalized
- Readiness matters more than seat time
Districts want competency based education.
Districts believe in learner profiles, portfolios and mastery progressions.
But districts get stuck here:
Districts believe in learner profiles, portfolios and mastery progressions.
But districts get stuck here:
November 6, 2025 at 10:57 PM
Districts want competency based education.
Districts believe in learner profiles, portfolios and mastery progressions.
But districts get stuck here:
Districts believe in learner profiles, portfolios and mastery progressions.
But districts get stuck here:
District leaders already feel this pain:
Students are earning grades and moving forward—even graduating—without consistently demonstrating the knowledge and skills required to succeed.
- Grades obscure readiness.
- Averages hide learning gaps.
- Remediation costs are rising.
Students are earning grades and moving forward—even graduating—without consistently demonstrating the knowledge and skills required to succeed.
- Grades obscure readiness.
- Averages hide learning gaps.
- Remediation costs are rising.
November 6, 2025 at 1:43 AM
District leaders already feel this pain:
Students are earning grades and moving forward—even graduating—without consistently demonstrating the knowledge and skills required to succeed.
- Grades obscure readiness.
- Averages hide learning gaps.
- Remediation costs are rising.
Students are earning grades and moving forward—even graduating—without consistently demonstrating the knowledge and skills required to succeed.
- Grades obscure readiness.
- Averages hide learning gaps.
- Remediation costs are rising.
And another thing: Change agents in public school districts are the least-appreciated people in the world.
November 5, 2025 at 1:37 AM
And another thing: Change agents in public school districts are the least-appreciated people in the world.
Hot take: It's not possible to use a traditional gradebook, with every single student being assessed on the same thing at the same time, and also promote student agency.
Prove me wrong.
Prove me wrong.
November 5, 2025 at 1:36 AM
Hot take: It's not possible to use a traditional gradebook, with every single student being assessed on the same thing at the same time, and also promote student agency.
Prove me wrong.
Prove me wrong.
Why competency-based assessment is a scale problem.
Come with me on a journey.
We all agree that in a perfect world, every competency would have a set of success criteria, and we would track the conversation, observations, and evidence for each of those success criteria.
Seems reasonable, right?
Come with me on a journey.
We all agree that in a perfect world, every competency would have a set of success criteria, and we would track the conversation, observations, and evidence for each of those success criteria.
Seems reasonable, right?
November 4, 2025 at 3:41 AM
Why competency-based assessment is a scale problem.
Come with me on a journey.
We all agree that in a perfect world, every competency would have a set of success criteria, and we would track the conversation, observations, and evidence for each of those success criteria.
Seems reasonable, right?
Come with me on a journey.
We all agree that in a perfect world, every competency would have a set of success criteria, and we would track the conversation, observations, and evidence for each of those success criteria.
Seems reasonable, right?
"Competencies"? Or "Outcomes"?
Or "Destinations" or "Expectations" or "Standards"...
There are plenty of terms to describe the same thing: A chunk of knowledge that we want kids to demonstrate that they have learned.
Or "Destinations" or "Expectations" or "Standards"...
There are plenty of terms to describe the same thing: A chunk of knowledge that we want kids to demonstrate that they have learned.
November 1, 2025 at 2:07 AM
"Competencies"? Or "Outcomes"?
Or "Destinations" or "Expectations" or "Standards"...
There are plenty of terms to describe the same thing: A chunk of knowledge that we want kids to demonstrate that they have learned.
Or "Destinations" or "Expectations" or "Standards"...
There are plenty of terms to describe the same thing: A chunk of knowledge that we want kids to demonstrate that they have learned.
It's funny to say "systems" and "individualized" since the same breath, but here goes:
If you think that you can manage individualized education without systems to manage it, you are dreaming. Why?
If you think that you can manage individualized education without systems to manage it, you are dreaming. Why?
October 31, 2025 at 12:21 AM
It's funny to say "systems" and "individualized" since the same breath, but here goes:
If you think that you can manage individualized education without systems to manage it, you are dreaming. Why?
If you think that you can manage individualized education without systems to manage it, you are dreaming. Why?
Great discussion at at work today with my co-founder Jon A. -- How is Outcomes Based Education similar to #agiledevelopment ?
Surprisingly similar, in fact.
Agile development is all about answering one simple question: ** what is the most valuable thing that I can work on **?
Surprisingly similar, in fact.
Agile development is all about answering one simple question: ** what is the most valuable thing that I can work on **?
October 30, 2025 at 2:17 AM
Great discussion at at work today with my co-founder Jon A. -- How is Outcomes Based Education similar to #agiledevelopment ?
Surprisingly similar, in fact.
Agile development is all about answering one simple question: ** what is the most valuable thing that I can work on **?
Surprisingly similar, in fact.
Agile development is all about answering one simple question: ** what is the most valuable thing that I can work on **?
Great chat today with a district that wants to do outcome-aligned assessment, they asked a great question: What conditions do we need in place to make it successful?
Well, first you need to have a standardized framework in place. A great starting point is the CASE network: casenetwork.1edtech.org
Well, first you need to have a standardized framework in place. A great starting point is the CASE network: casenetwork.1edtech.org
Standards Satchel
casenetwork.1edtech.org
October 29, 2025 at 1:08 AM
Great chat today with a district that wants to do outcome-aligned assessment, they asked a great question: What conditions do we need in place to make it successful?
Well, first you need to have a standardized framework in place. A great starting point is the CASE network: casenetwork.1edtech.org
Well, first you need to have a standardized framework in place. A great starting point is the CASE network: casenetwork.1edtech.org
I want to talk about student agency.
When I went to school, 40 years ago, assessments were all about process measures. Is your bum in the chair? Do you hand in your work on time? Do you sit quietly in class? If you do, congratulations, on to the next grade.
When I went to school, 40 years ago, assessments were all about process measures. Is your bum in the chair? Do you hand in your work on time? Do you sit quietly in class? If you do, congratulations, on to the next grade.
October 27, 2025 at 2:48 AM
I want to talk about student agency.
When I went to school, 40 years ago, assessments were all about process measures. Is your bum in the chair? Do you hand in your work on time? Do you sit quietly in class? If you do, congratulations, on to the next grade.
When I went to school, 40 years ago, assessments were all about process measures. Is your bum in the chair? Do you hand in your work on time? Do you sit quietly in class? If you do, congratulations, on to the next grade.
I'm not an educator, not an academic, not an assessment theoretician. I'm doing this because I want to help learners, administrators, educators, and parents.
October 25, 2025 at 11:55 PM
I'm not an educator, not an academic, not an assessment theoretician. I'm doing this because I want to help learners, administrators, educators, and parents.
I had a great call yesterday with someone who wanted to know "Can I manage Outcomes Based Education with a gradebook?"
The answer is a big fat NO!
Why?
The answer is a big fat NO!
Why?
October 25, 2025 at 11:32 PM
I had a great call yesterday with someone who wanted to know "Can I manage Outcomes Based Education with a gradebook?"
The answer is a big fat NO!
Why?
The answer is a big fat NO!
Why?
Welcome!
Hi and welcome to "That Outcomes Guy", dedicated to all things Outcome Based Education. My name is Scott, and I am Product Manager for Edsby Destinations. But you won't see much corporate propaganda here. Instead we focus on how to make Outcomes Based Education work in the real world.
Hi and welcome to "That Outcomes Guy", dedicated to all things Outcome Based Education. My name is Scott, and I am Product Manager for Edsby Destinations. But you won't see much corporate propaganda here. Instead we focus on how to make Outcomes Based Education work in the real world.
October 25, 2025 at 11:30 PM
Welcome!
Hi and welcome to "That Outcomes Guy", dedicated to all things Outcome Based Education. My name is Scott, and I am Product Manager for Edsby Destinations. But you won't see much corporate propaganda here. Instead we focus on how to make Outcomes Based Education work in the real world.
Hi and welcome to "That Outcomes Guy", dedicated to all things Outcome Based Education. My name is Scott, and I am Product Manager for Edsby Destinations. But you won't see much corporate propaganda here. Instead we focus on how to make Outcomes Based Education work in the real world.