Related literature
This empowers students in their learning and
Competency-based assessment
According to the National Center for Education Statistics
defines competency as “a combination of skills, abilities,
and knowledge needed to perform a specific task”
competency-based education is designed around helping
you master the core competencies of your chosen field of
study. You can acquire competencies through the
resources provided by faculty members, or you can use
knowledge you’ve gained from work and life experience.
Competency is a student-centered, learning-outcome-
based model. Where you get the education is secondary to
what you know and are able to do. A lot of universities use
competency-based assessment to help ensure you’re
mastering the lessons and skills required in your
competency-based degree program. Once you prove to
your instructor that you can fully apply the principles of a
specific competency, you receive credit for completing the
lesson. Universities can assess competencies, they might
administer an exam. However, for more complex expertise,
you may need to turn in an assignment that can only be
completed successfully if you have truly mastered that
competency. You earn your degree once you’ve proven
your master of every competency within your specific
program. Because most competency-based degree are
offered through an online education program can often
work at your own pace and complete as many
competencies as you want talking into account any required
minimums during any given term. Through competency-
based education and assessment, you can attain more than
degree. You can develop competencies that apply directly
to your chosen field work, making you a more effective
professional.
Garrick, David (2019, June 9) The Benefits of competency-
based Assessment. The general idea behind a
competency-based assessment is that it provides students
and families with specific feedback about student
performance that can lead to a clearer understanding of
progress and skills gained over time. According to Dean of
the Graduate School of Education at the UCDS College for
School Culture, He gained a unique perspective on the
possibilities that competency-based assessment can
provide. Students who attend University Child Development
School don’t earn A’s B’s or F’s instead, student
assessment are communicated through our own set of
competency-based continua for various subjects. These
continua, paired with narrative communication with
students and families, make up the school’s framework for
assessment, based on skill progressions. I’ve seen the
benefits first-hand in Pre-K through elementary classrooms
and also in training at the academic and social skills student
exhibit, schools provide detailed and actionable
information.
educators in their teaching practices.
Building Competency-Based Assessments: The Benefits
1.) Important clarity & transparency
Greater clarity allows teachers and families to identify
areas of strength and areas where students may need
additional support. In all cases, these assessments
provide teachers with detailed knowledge about
student progress that can be used to build
individualized goals and educational plans. In
additional to evaluating proficiency in these domains,
teachers should share comprehensive feedback
individual student accomplishments and struggles. For
example, UCDS teachers provide narrative
commentary to families where they focus on how a
student engages within each domain, as well as
notable accomplishments and struggles. Focusing on
comprehensive feedback brings clarity to the learner
and clarity to the family about what’s happening in the
classroom. Grades don’ts show the full picture and a
competency-based model is better equipped to provide
students families and future schools with clear
information about each student’s social and academic
progress
2.) More seamless personalization of learning
Though Competency-Based learning, educators have a
better chance to provide a deeper view into each student’s
learning attitudes and strategies and can provide resources
that best support individual needs. This type of information
is key to understanding the unique modes, strategies, and
coaching to which each student responds best. This is the
foundation of personalized learning.
3.) It helps shift toward a culture of assessment
To successfully adopt competency-based strategies,
teachers and administrators must first revaluate
assessment. While traditional forms of assessment (i.e.,
exams and quizzes) are valuable when placing students on
a general scale of progress, they don’t show the whole
picture. Making changes to assessment can be daunting for
some educators, especially those who have been using
traditional assessment practices throughout their career. It
can also be a shift for parents to evaluate their student’s
performance without a grade. It’s important that teachers
pursue resources and professional development that
introduce different methods of assessing student’s
progress and why they hold value. As every teacher knows,
the learning never stops – and by staying on top of current
trends, curriculum can be adapted to meet every student’s
needs.
4.) Students better understand their own learning profile
Through comprehensive, competency-based assessment
methods, teachers can help students to reach college and
career readiness with greater self-knowledge about their
learning approaches and needs. Working from a continuum
of skills ensures that every student is being challenged in a
way that is appropriate to what they what and need to learn
and that educators can give and need to learn and that
educators can give individualized support as needed to
help them move forward. Removing the stress of being
placed on a tiered grading scale shifts the focus back to
learning, while building the confidence to make mistakes.
Students take ownership of their learning. They feel
empowered when mastering a skill and learn to identify
what’s next.
How to Design a Competency-Based Assessment
The promise of competency-based learning is a learning
environment that better reflects the world our students are
preparing to enter. Designing competency-based
assessment is about creating opportunities for assessment
is about creating opportunities for demonstration of
important skills in authentic contexts. The purpose of these
assessments is to focus less on collecting data for the
teacher and more on empowering students to demonstrate
what they’ve learned, reflect on how they’re doing and plan
what they’ve learned reflect on how they’re doing and plan
what they’ll learn next. Before I outline a four-step process
for designing these assessments, I’ll emphasize a core
principle of competency-based learning: student ownership.
It’s important to recognize that at every stage of the process
below, you can involve students as co-designed.
Step One: Articulate Competencies
First step in competency-based assessment design. The
essential skill students need to succeed in the world beyond
school what call “competencies” here should drive the
philosophy and purpose of assessments. They should
observable, trans-disciplinary, and accessible to students.
As of Competency works write of transferable, a well-
articulated competency “will be valuable ten years from now
if the content knowledge has change.”
Step Two: Development Evidence of Competencies
Evidence of skill development what we call “learning
outcomes” at GOA are the criteria teachers and students
use to assess student work as Ron Berger argues in leaders
of their own learning targets not tasks. A competency-based
assessment doesn’t aim to measure how quick completely
a student can finish task or comply with instructions, rather
it aims to articulate clearly what the students should be able
to do as a result of completing the assessment for this
reason learning outcomes are often framed as “I can…”
statements to reinforce the idea that the target is met only
when the knowledge is successfully applied in demonstrable
way. For detailed examples, see Asia Society’s Global
Competence performance Outcomes.
Step Three: Build Student Friendly Rubrics
In competency-based learning a rubric is used for far more
than scoring. Rubrics built on clearly articulated
competencies and learning outcomes can be used to
establish clarity with students about what they’re learning
and why they’re learning it. They are also essential tools for
teachers to calibrate understanding of quality performance:
collaborative teacher review of student work using rubrics is
a regular element of competency-based learning. Finally,
they are tools for assessment: students and teachers can
use the rubric to measure performance reflect on learning
and plan next steps. Because competency-based learning
is not a time based system students frequently have the
opportunity to revisit learning activities and be reassessed
supported by formative feedback and routine metacognitive
reflection. Formats like the single-point rubric below allow a
rubric to anchor an ongoing conversation about learning
between student and teacher rather than merely deliver
points.
Step Four: Creative the Learning Experience(s)
Only after the intentional process of articulating
competencies and outcomes should we think about how
students will demonstrate these skills via learning
experiences. There are many ways to demonstrate these
skills, so the products of the assessment the students work
should be varied and interesting.
If found it helpful to think about the apprenticeship model
where students with the support of mentor learn the field
through authentic practice (a blacksmith’s apprentice makes
a horseshoe, or a carpenter’s apprentice makes a
birdhouse). When it comes to more academic work, think
about what Jal Mehta and Sarah Fine call “cognitive”
apprenticeships where the essential question is not “What is
the content I need to cover?” and is instead “What does it
mean to think in the domain?” This shift allows teachers to
organize learning around purpose and meaning culminating
in student exhibition of learning that might contribute to the
domain.
Grade 11 Senior High
Grade 11 is another very important year. It is the second
year of student’s journey to meeting their graduation
requirements. The high school courses provide a solid
foundation for future education. Grade 11 course
curriculums is structured and designed to meet the
academic needs and to make high school experience
successful. Students get their education through the online
modality embracing modern technologies. The courses are
taught by qualified teachers and meet the standards of
education. The primary goal of the course is to ensure
preparation for our students to succeed in college and
employment environment.
Online Grade 11 lessons offer insight into subjects such as
English, Mathematics, Science, Social Studies, Foreign
language and a set of course electives. The school gives
the flexibility and support students need to succeed
academically and in every facet of their lives. As they enter
their junior year of high school, many students are starting
to think about life after graduation. If they are college-
bound, 11th grades will begin taking college entrance exams
and focus on getting academically and emotionally
prepared for college. If they are following a different path,
such as entrepreneurship or entering the workforce
students may begin to refine their elective studies to
prepare for their specific field of interest.
Language Arts
A typical course of study for 11th grade language arts will
focus on developing higher level skills in the areas of
literature, grammar, composition and vocabulary. Students
will refine and build on the skills they have previously
learned. Colleges expect students to have earned four
language arts credits. In 11th grade students will likely study
American British or world literature, completing whichever
course they did not complete in 9th or 10th grade.
Home schooling families may wish to combine literature
and history sp an 11th grades student taking world history
would choose world literature titles. Families who don't
want to tie literature into their history studies should work
with whichever course they did not complete in 9th or 10th
grade. Their student to select a robust and well rounded
reading list. Students should continue to gain writing
practice in a wide variety of composition types such as how-
to, persuasive, and narrative essays and research papers.
Grammar is not typically taught separately in 11th grade but
is incorporated in the writing and self-editing process.
Math
A typical course of study for 11th grade math usually
means geometry of algebra II to ensure that students
have a solid understanding of geometry for college
entrance exams. However, some home school
curriculum follows algebra I with Algebra II before
introducing geometry. Students who completed pre-
algebra in 9th grade may follow a different schedule, as will
those who completed Algebra I in 8th grade.
For students who are strong in math 11th grade options
may include pre-Calculus trigonometry, or statistics.
Students who are not planning on going into a science- or
math-related field may take courses such as business or
consumer math.
Social Studies
Most colleges expect a student to have three credits for
completing their final social studies course for home school
students following a classical education model 11th grade
student will study the renaissance. Other students may be
studying American or world history.
Common topics for 11th grade socials studies include the
Age of Exploration and Discovery the colonization and
development of American sectionalism the American Civil
war and Reconstruction World Wars the Great
Depression; the Cold War and the nuclear era; and civil
rights. Other acceptable courses of study for 11th-grade
social studies include geography, psychology, sociology,
anthropology, civics, economics, and dual enrollment
college social studies courses.
Electives
Most colleges expect to see least six elective credits. Even
if the student is not college-bound, electives are idea way to
explore areas of interest that may lead to a future career of
lifelong hobby. A student can study just about anything for
elective credit. Most college expects a student to have
completed two years of the same foreign language so many
11th graders will be finishing their second year. Many
colleges also like to see at least one credit in the visual or
performing arts. Students can earn this credit with courses
such as drama, music, dance, art history, or a class like
painting, drawing, or photography
Other examples of elective credit option include digital
media computer technology creative writing journalism
speech debate auto mechanics or woodworking. Students
can also earn credit for test prep courses, which can be
useful in helping them meet their elective credit
requirements and approaching entrance exams with more
confidence.
Reading Writing
The ability to communicate clearly and effectively form the
foundation of modern life. Students that can’t read
effectively fail to grasp important concepts score poorly on
test and ultimately fail to meet educational milestones.
Reading and writing skills allow students to seek out
information, explore subjects in-depth and gain a deeper
understanding of the world around them. When they cannot
read well, they become discouraged and frustrated by
school. This might result in high school drop outs poor
performance on standardized test increased truancy and
other negative reaction all of which can have major and long
lasting repercussions. By teaching students to
communicate effectively, you help create engaged students
who learn to love the act of learning. It is important to think
about your strategies for teaching reading and teaching
literacy in your classroom. Literacy Belong in Every Class
literacy skills may be the focus in language arts classes, but
they are equally necessary for math, science, arts, music,
and any other course work. Students that cannot
understand the material in a textbook fall behind, which is
particularly problematic in classes with information dense
textbooks like science. “Meeting the Reading Challenges of
reading science Textbooks in primary grades by Nadine
Bryce, addresses this specific issue with a variety of
instructional methods that incorporate reading for meaning
and actives reading strategies. This helps science teachers
overcome the hurdle of student achievement when blocked
by low literacy levels, disorganized texts and high level
vocabulary. The ability to absorb and understand content is
an essential skill for every student, in every class. This
makes incorporating literacy skills into every classroom
necessary. When answering word problems in math class,
encourage students to write long-form answers, not simply
jot down a number. Children who excel at reading routinely
score better on math skills challenges related to problem
solving, estimation, data interpretation and math concepts.
The challenge facing teachers is incorporating literacy skills
into every lesson plan in a way that make sense. For math
classes, world problem and practical math application use
reading and writing skills for problem solving. In science
classes, lab reports should be detail oriented and contain
step-by-step processes. With art, a picture can say a
thousand words, but make sure students can verbalize or
write down their reactions to what they create or see. By
bringing literacy into every classroom, students receive
added exposure and learn that reading is an essential life
skill. Translating Speech to the Written World Writing plays
several roles in the classroom. It helps further cements new
concepts by allowing students to describe these items in
their own worlds. It encourages logical thanking by forcing
students to organize their thoughts. It also helps them learn
how to tell a story, communicate ideas and record important
moments. The National Writing Projects is one of the
longest running development programs in the U.S it offers
a variety of workshops designed to help teachers
incorporate writing skills in the classroom. Keep in mind that
long form essays are just a single facet of developing
writing skills.
In the future, students will spend much more time writing
brief replies to emails or jotting down to-do lists. Be sure to
incorporate those types of tasks in the classroom, so they
have experience with both essays and more day-to-day
writing skills. Back to the Basics of Reading Engaged
reading leads to engaged learning, but students are not
prepared to dive into the written word and immediately
extract all of the valuable content. They need instructional
guidance on how to read critically, understand the material
and implement what they have learned. As instructors, you
can provide the necessary framework using concepts such
as previewing text, reading with a purpose, predicting and
making connections and the use of graphic organizers. In
addition to quick reading assignments in class, students
need to develop reading stamina. They should be prepared
to spend considerable time reading a book, long articles or
studies. Give them the practice they need by developing a
classroom library. Offering well written texts that are not
necessarily related to the class subject can encourage
students to read for fun and information. For examples, a
biology classroom might have nature of the class, and
allows students to find information in their areas of interest.
Tips and Tricks to Create a Budding Bibliophile as a
teacher, one of your goals should be to develop a love of
reading in students. Keep in mind that the classroom library
can extend to fiction, poetry, fantasy, and many other
genres. Don’t limit the selection to education materials. The
goal of the library is to get kids reading, not limit their
content strictly to material related to current curriculum.
The more reading material available to them, the more
likely they are to pick up something for fun. Also, never
overlook the value of magazines. Many students may not
be willing to pick up a full-length novel, but they might be
happy to browse through a magazine article or two. Making
Reading a Priority While all aspects of literacy are critical to
eventual success, for most students the process starts with
reading skills. These skills form the foundational for all other
learning, which is a large part of the reasoning behind the
wide adoption of common core state standards (CCSS)
curriculum programs. These new standards put the
responsibility for teaching reading and literacy skills on the
backs of all teachers not just language arts instructors.
Material Analysis
Material flow analysis (MFA) refers to the analysis of the
analysis of the through put of process chains comprising
extraction or harvest, chemical transformation,
manufacturing, consumption, recycling and disposal of
materials. It is based on accounts in physical units
quantifying the inputs and outputs of those processes. In
general MFA provides a system-analytical view of various
interlinked processes and flows to support the strategic and
priority-oriented design of management measures. There is
no general consensus on a methodological framework for
materials accounting and flow analysis, the procedure and
some elements of the studies have essential features in
common. MFA-based indicators have been introduced in
official reports to provide an overview on the headline
issues of resource use, waste disposal and emissions to air
and water as well as eco-efficiency. Economy-wide material
flow accounts provide a more comprehensive picture of the
industrial metabolism than single indicators.
corrosion rate and wear rate are focused in this study to
choose the suitable material.
https://www.waldenu.edu/experience/tempo-
learning/resource/what-is-competency-based-
assessment-in-education
https://www.teachthought.com/learning/the-benefits-of-
competency-based-assessment/ Garrick, David (2019,
June 9) The Benefits of Competency-based Assessment

Dynamic materials flow analysis (MFA) is a frequency used https://medium.com/@ejhudson/how-to-design-a-

metal- containing goods. This article presents literature
review of the methodologies applied in 60 dynamic MFAs
of metals. The review is based on a standardized model
description format the ODD (overview, design concepts,
details) protocol. We focus on giving a comprehensive
overview of modeling approaches and structure them
according to essential aspects, such as their treatment of
material dissipation, spatial dimension of flows, or data
uncertainly. The reviewed literature features similar basic
modeling principles but very diverse extrapolation methods.
Basic principles include the calculation of outflows of the in-
use stock based on inflow or stock data and a lifetime
distribution function. For extra porting stock and flows,
authors apply constant, linear exponential and logistic
models or approaches based on socioeconomic variables
such as regression models or the intensity-of-use
hypothesis. The consideration and treatment of further
aspects such as disoperation, spatial distribution and data
uncertainly vary significantly and highly depends on the
objectives of each study.
competency-based-assessment-39f312235bde Hudson,
Eric ( 2018, October 18 ) How to Design a Competency-
based Assessment
https://www.foresttrailacademy.com/grade-eleventh-high-
school-curriculum.html
https://www.thoughtco.com/11th-grade-social-studies-
1828432
https://scholarworks.wmich.edu/cgi/viewcontent.cgi?refer
er=https://l.facebook.com/&httpsredir=1&article=1071&c
ontext=reading_horizons&fbclid=IwAR0w2ls8oIjECZtiD
L0grJs1md-cyKcppQ3LGsljvXf9pApX_oOrfN8GHyE
©2019 The University of Kansas - School of Education |
855-639-7799
https://www.taylorfrancis.com/books/e/978131519
7715/chapters/10.4324/9781315197715-6

The material plays an important role in an engineering https://pubs.acs.org/doi/abs/10.1021/es403506a

design process. The suitable material selection for a
particular product is one of the vital tasks for the designers.
In order to fulfill the product’s end requirements, designers https://www.sciencedirect.com/science/article/pii/
need to analyze the performance of various materials and S0957417413008452
spot suitable materials with precise functionalities. Due to
the presence of large number of materials with diverse
properties, the material selection process is complicated
and time consuming task. There is a necessity of
systematic and efficient approach towards material
selection to choose best alternative material for a product.
The aim of this paper is to describe the application of four
Multi Criteria Decision Making methods for solving pipes
material selection problem in sugar industry. FAHP-
TOPSIS, FAHP-VIKOR, FAHP-ELECTRE, FAHP-
PROMTHEE are the four methods used to choose the best
alternative among the various materials. The ranking
performance of various MCDM methods is also compared
with each other and exploring the effectiveness and
flexibility of VIKOR method. Five stainless steel grades
such as J4, JSLAUS, J204Cu, 409 M, 304 and seven
evaluation criteria such as yield strength, ultimate tensile
strength, percentage of elongation, hardness, cost,