Competitive Debate as Competency-Based Learning: Civic Engagement and Next-Generation Assessment in the Era of the Common Core Learning Standards

Autor/inn/en	McIntosh, Jonathan; Milam, Myra
Titel	Competitive Debate as Competency-Based Learning: Civic Engagement and Next-Generation Assessment in the Era of the Common Core Learning Standards
Quelle	In: Communication Education, 65 (2016) 4, S.420-433 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2016.1203007
Schlagwörter	Competition; Debate; Competency Based Education; Civics; Citizen Participation; Common Core State Standards; Performance Based Assessment; Mastery Learning; Interviews; Student Improvement; Critical Thinking; Urban Schools; Educational Change; Educational Innovation; Curriculum Development; Formative Evaluation; Summative Evaluation; Grading; Student Evaluation; Criticism; Middle School Students; Surveys; New York + Suchen Sie Ihr Suchwort? Wettkampf; Debating; Streitgespräch; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Staatsbürgerkunde; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Common core curriculum; Curriculum; Kerncurriculum; Leistungsermittlung; Interviewing; Interviewtechnik; Kritisches Denken; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsreform; Instructional innovation; Bildungsinnovation; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Notengebung; Schulnote; Studentische Bewertung; Kritik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Survey; Umfrage; Befragung
Abstract	As the adoption and execution of the Common Core State Standards (CCSS) have steadily increased, the debate community is presented with an opportunity to be more forward thinking and sustainable through the translation to curriculum planning and next-generation assessment as a movement towards Performance-Based Assessments. This paper focuses on how these relate to the development of civic education and utilization of the CCSS through a competency-centric perspective on learning and the mastery of skills. Coaches, teachers, and judges in developing debate programs were interviewed, with an emphasis on those from the New York area. We found that teachers who are not otherwise involved in the debate programs will confirm community and personal changes in debaters as an important part of debate's potential as an assessment tool. The implications of these and additional findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01