Proficiency-based progress reporting provides an accurate and realistic view of both short and long-term progress towards proficiency-based graduation. Progress descriptors that reflect upon and report where a learner is “at this time” in relationship to evidence produced for proficiency criteria indicators and targets, is much more reflective of the process of learning and the continuous progress that needs to occur for students to “own their learning.” Further, proficiency-based progress reporting reflects student achievement on specific skills or knowledge, rather than a unit of learning connected to a unit of time.
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