Deeper Competency-Based Learning: Making Equitable, Student-Centered, Sustainable Shifts
By Karin Hess, Rose Colby, and Daniel Joseph
(Corwin, 2020 – Learn more)
Reviewed by Kathee Lamberies
I chose to read the book Deeper Competency-Based Learning by Karin Hess, Rose Colby, and Daniel Joseph because, as a middle school, we are currently in the process of revamping our grading practices.
Our goal is to streamline the grading process while also strengthening our assessments so that grades reflect mastery of standards rather than compliance or task completion.
I was drawn to this book because of its clear alignment with those goals and its research-based perspective on shifting instructional practices and assessment systems.
One of my first impressions is that this book would be an outstanding resource for a district-wide initiative or complete overhaul of grading and assessment practices. It provides a big-picture view of how competency-based education (CBE) can transform an entire system.
However, I found it to be less immediately relevant for a single building working independently within a larger district, since much of the book is written with district-level policies and systemic change in mind.
Still, there are important takeaways for school leaders and teachers, especially in understanding the rationale behind competency-based learning and its potential impact. The authors also connect their ideas to John Hattie’s research on effect sizes, noting that CBE has a substantial impact on student learning and achievement when implemented with fidelity.
Chapter 1 lays the groundwork by defining what competency-based education is and why schools might choose to adopt this model. The authors carefully explain the foundational principles of CBE and highlight the “hows” – how to begin the process, how to implement effectively, how to sustain momentum, and how to measure progress over time. This chapter provides the philosophical “why” behind the work, which is critical for building buy-in among educators and stakeholders.
Chapter 2 focuses on the organizational shifts required to support competency-based education. These shifts go beyond classroom practices to address the larger structures that shape learning: policies, leadership, school culture, and ongoing professional learning. The authors emphasize that leaders must model the change they want to see, and they stress the importance of building a culture of trust and collaboration if such a systemic shift is to succeed.
In Chapter 3, the authors move into the shifts needed in teaching and learning structures. This chapter is particularly practical for teachers because it explores collaboration, instructional design, and assessment practices. Hess, Colby, and Joseph highlight the importance of designing high-quality assessments that are both rigorous and authentic, ensuring they truly measure student mastery of standards. They provide a range of strategies and frameworks that help teachers align assessments to learning goals while also using assessment results to guide instruction. The appendix offers additional tools and templates that make the ideas in this chapter actionable for teachers.
Chapter 4, “Making the Shift to Student-Centered Classrooms,” describes what the authors consider the most challenging transition for schools. Moving to a student-centered model requires a fundamental rethinking of classroom practices, shifting the focus from teacher-directed instruction to personalized learning pathways. Students are encouraged to set their own goals, monitor their progress, reflect on their learning, and engage in peer and self-assessment. This approach empowers students to take ownership of their education but also demands significant support and scaffolding from teachers to be successful.
Overall, this book is rich with resources, examples, and detailed guidance for any district ready to embark on the journey toward competency-based education. The appendices alone are worth exploring, as they include tools that can be immediately applied to instructional planning and assessment design. While I believe the book is most beneficial at a district level due to its focus on systemic change, individual schools can still glean valuable insights into assessment practices, instructional design, and strategies for fostering student ownership of learning.
In conclusion, Deeper Competency-Based Learning is a comprehensive and practical guide for educational leaders, teachers, and policymakers. It provides both the vision and the tools necessary to move from traditional grading and assessment toward a model that more accurately reflects student mastery.
I would highly recommend this book to any district – or group of schools – seeking to transform ractices to better align teaching, learning, and assessment with the needs of today’s learners.
Kathee Lamberies is a 5-8 Instructional Coach for Roscommon Area Public Schools. Now in her 23rd year in education, she has taught 1st, 2nd, 4th, 5th, 6th, and 7th grades, and has been a coach for the past 4 years. In the 2022-2023 school year she was the Michigan Region 2 Teacher of the Year. She belongs to the Michigan Reading Association and the International Literacy Association. She lives on Otsego Lake in Gaylord, Michigan with her husband Mark and their one-year-old Pomeranian, Pippa.
