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That’s a wrap

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Enterprise Professor Sandra Milligan is back for a final chat.

Teaching, assessing, and recognising complex competencies is challenging and complex.

Michael Fullan talks about the need for ‘simplexity’.

Simplexity – where you identify a small number of core factors (six or so) that must be included in your focus (the simple part); and realizing that the problem is how to make them gel—the chemistry of getting them to play out among individuals and groups (the complex part).

– Michael Fullan

We have guided you through a seven-step process and at each step offered guidance on what needs to be planned, what resources are required, who needs to be involved and what processes and schedules need to be put into place in order to implement transformed assessment and recognition practices in your setting.

the seven topics. 1: Scope learning ambitions (who, what, where, why, with whom, how). 2. Designing recognition (representing proficiency, issuance and security, student co-design, stakeholder co-design). 3. Selecting and customising assessment frameworks – how to do it. 4. Designing assessments (to ambitions, to assessment frameworks, to learner agency and environment, to learner connectivity, to community needs). 5. Assessment in practice (selecting assessors, selecting schedules, evidencing performances, tech design). 6. Making judgements, moderating and quality assurance (reliable, representative, authentic, useful, interpretable, engaging, contextually apposite, inclusive culturally and linguistically, comparable, transparent, practical, scalable, cost effective, light touch, timely). 7. Warranting – how and by whom? Underneath: professional learning, community engagement, supporting change, learning partnerships. Click to expand

Congratulations! How are you feeling confident and capable to lead? Will you be joining us on the journey to gain a micro-credential?

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Transforming Assessment Design: Leading Assessment and Recognition of Complex Competencies

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