ABSTRACT
Main features Attainment-based progress• Personal record of attainments• Criterion-based assessment• Customized, fl exible progress• Customized, fl exible goals• Customized, fl exible methods• Personal learning plan• New teacher roles (e.g., caring mentor, designer of student work, facilitator • of the learning process) New student roles (e.g., worker, self-directed learner, teacher)• Parents as partners in learning• Community-based learning• New roles for technology•
Main roles for technology Record keeping for student learning (standards inventory, personal attain-• ments inventory, personal characteristics inventory) Planning for student learning (develop a contract that specifi es goals, projects, • teams, parent and teacher roles, and the deadline for each project)
Instruction for student learning (e.g., simulations, tutorials, drill and practice, • research tools, communication tools, and learning objects). Instructionalevent theory plays the largest role here. Assessment for (and of) student learning (integrated with instruction, use • authentic tasks, provide immediate formative feedback, certify student attainments-summative assessment) Th ese four major roles are seamlessly integrated, and such a comprehensive • learning management system (LMS) serves other roles, as well.
