For some time now, I have been having some reservations about the effectiveness and value of the competency based form of assessment that my paymasters have asked that I use in my class of older English as a second language (ESL) learners.
For starters, I don’t think that I am that competent to give what is generally called an objective “competency standard.” A number of items in a portfolio, including can-do lists, which by themselves seem to put too much pressure on older learners, still leave me questioning myself: What is my standard of competence? And am I assessing my students against my standard of competence? And not what I think they can do? Is the notion of competency superseding everything else in class? The questions keep popping up. And the more they do, the less competent I feel. Continue reading