Tuong Lam Competency-Based Education Design Project EDLT 525

Competency-Based Education Application using Instructional Design

Instructional Design Model: ADDIE
Analysis
Subject: SAT Math
Grade: 11th-12th grade
Location: Parkway West High School (Philadelphia,PA)
Topic: Factoring and Solving Quadratic Equations
Knowledge: Students should already have experience and knowledge regarding methods to
factor and solve quadratic equations and have access to resources (e.g. class notes)
Competency: Problem Analysis, Communication Skills, Cooperation, Creative Thinking,
Monitoring progress, Analytical Skills, and Presenting

Design
Learning Outcomes: After developing assessments for methods in factoring and solving
quadratic equations, students will be able to:
 develop analytical skills in test taking strategies from designing and reviewing various
student multiple choice assessments creations; such as recognizing the pitfalls and
mistakes to avoid during the SAT
 recall, practice, organize, and reinforce their knowledge in factoring and solving
quadratic equations

In a class of 28 students, students will break into groups of 4:

 Each group will then work together to create ten original multiple choice problems based
on the available topics.
o Each multiple choice questions should have 4 choices; 1 correct answer and 3
incorrect answers.
o There should be at least 2 word/real-world applications multiple choice
problems
o The multiple choice questions should consider all the contents involved in the
topics
 Each topics considers two methods involving factoring/solving quadratics
so students should provide an even weight for each methods.
 The groups will then pick three problems to present to the class
o 2 problems of their own choice
o 1 problem involving a word/real-world application problem
 The groups will then:
o Explain the purpose and design of their questions
o Explain how to solve entirely the correct answers
o Explain reasons for all incorrect answer choices.  
 Students can choose their platform of presentation:
o PowerPoint
o Prezi
 o Nearpod
o Poster
o Any other approved forms of presentation

The 7 topics each group can choose: (1 topic per group) 

1. Factoring Monomial/ Factoring Differences of Two Squares
2. Factoring Trinomials (Perfect Trinomial Squares/ General Quadratic Trinomials)
3. Factoring in Completely (All previous factoring methods)/ Factoring out -1
4. Solving Factorable Quadratic Trinomials/Perfect Trinomial Squares
5. Solving Incomplete Quadratic Equations (missing constants/linear terms)
6. Solving Fractional Quadratic Equations/ Missing Quadratic Equations
7. Solving Quadratic Linear Pairs Systems (Substitution/Elimination)

Development
Each group will be provided with:
 Laptops/Chromebooks
 Classroom text book: “Amsco's preparing for qualifying examinations in mathematics”
 PowerPoint slides of class notes of each lesson
 Provided resources for developing multiple choice questions
o https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-
questions/

The criteria to develop the presentation that each group should consider:
 8 minutes of time used to present to the class
 The correct answer explanation provided to three problems 
 The incorrect answer explanations of the other 3 choices

Implementation
Students will be provided as much class time as necessary during a span of a week to complete
this assignment during which:
 Students are expected to refer to their group mates for any questions or their
classmates from other groups for resolutions before asking the teacher for help.
 Each group will sign up a time slot the following week to present their work to the class.
 Each students are expected to keep a journal entry describing their daily
accomplishments and progress in the project:
o What they learned that day
o What they are currently doing
o Thoughts about their progress

Evaluation
Formative Assessment:
 Observation of each group’s discussion and engagement
 Self-evaluations from each groups regarding their member’s contribution at the end of
the assignment
  Check of student’s progress in creating questions
o Reviewed of experience and current progress in daily journal entry.

Summative Assessment:
During presentation as well as submission student’s mastery of the content will be based on the
following grading rubric: 
 30 points: Complete step by step correct answer explanation for 2 problems
 30 points: Incorrect answer explanations for 2 problems
 5 points: Presentation is organized and colorful (presentable)
 10 points: Created 3 original problems 
 5 points: Presentation under 8 minutes
 20 point: 10 MC problems with answers keys

After the presentations, students will vote for the group with the best assessments to earn 5 extra
credit points. Students will then submit their thoughts about their experience and feedback
regarding this assignment.

Overview of Competency-based education

1. Is flexible in structure and fits to the student’s learning needs so students learn at their
own pace
2. Is self-paced as it allows the students control over the method in which they learn as
well as the time it take to achieve mastery of the content.
3. Is engaging to the students as it promotes student driven work and a learning
experience that is relevant to them
4. Is skill- based so it encourages development of real world skills as well as other relevant
skills.

Competency Based Education Evaluation

Competency Based Education, CBE, is a method that works in many settings; such as in-
person as well as through the virtual platform. It is especially useful during these trying times as
traditional methods of teaching are not necessarily effective virtually. Through CBE, students
benefit by being able to learn according to their abilities and time without risking of developing
learning gaps; as they learn at their own pace. Similarly CBE also encourages teachers to step
away from traditional mindsets and encourages more student centered learning and discussion;
acting as a guide and mentor to assist students to in pursuing the lessons at their own pace and
creativity
Through this assignment I was able to recognized the empowerment that CBE brings to
students; as providing autonomy to the students to express their creativity and learning
experiences, such as in creating their own assessments, allows for opportunities to consolidate
their knowledge as well as to apply this knowledge to express mastery. Furthermore, students
are able to work together to bolster their knowledge through peer learning and discovery.