Proficiency Based Teaching and Learning (PBTL) in Arts Education
International
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Mastery-based programs occur in nations throughout the world and at all levels of education. When compared
to traditionally taught classes, students in mastery learning classes consistently have been shown to learn
better, reach higher levels of achievement, and develop greater confidence in their ability to learn and in
themselves as learners (Guskey, 1997, 2001).
Extensive research from Asia (Kim et al., 1969, 1970; Wu, 1994), Australia (Chan, 1981), Europe (Dyke, 1988;
Langeheine, 1992; Mevarech, 1985, 1986; Postlethwaite & Haggarty, 1998; Reezigt & Weide, 1990, 1992;
Yildiran, 2006), South America (Cabezon, 1984), and the United States (Anderson, 1994; Block, Efthim, & Burns,
1989; Guskey & Pigott, 1988; Walberg, 1984, 1988), shows the careful and systematic application of mastery
learning principles can lead to significant improvements in student learning.
National
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The National Standards for Arts Education (1994) describe the cumulative knowledge and skills expected of
students, defined through proficient and advanced achievement levels for grades 9-12, in each arts discipline.
Standards provide rigorous, sequential guidelines for quality arts education for all students with students
expected to achieve the proficient level in at least one arts discipline by the time they graduate.
Many states, such as Alabama, Arizona, California, Delaware, Ohio, Rhode Island, Tennessee, and North Carolina
include proficiency levels as part of their state arts standards.
The Council of Chief State School Officers includes Performance Based Learning (Proficiency Based Teaching and
Learning), as one of the six attributes of Next Generation Learning. (CCSSO, 2011)
Many of the state-wide movements towards proficiency are in response to the business community and to
College and Career Readiness initiatives. PBTL addresses business community concerns by focusing classroom
instruction on mastery of clearly defined outcomes as opposed to reflexively equating seat time with
competency.
North Carolina
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The beginning high school proficiency level addresses the needs of multiple entry points for students who have
had limited or no K-8 education in the arts. The proficiency-based standards continue through intermediate,
proficient, and advanced levels, which are aligned with the National Standards. Students receive weighted,
honors credit for inherently advanced coursework at the proficient and advanced levels (State Board of
Education policy HSP-L-004, 2012).
The North Carolina high school proficiency standards provide multiple options for students to study the arts as
an area of interest or to specialize in studies to prepare them for further education and/or a career in the arts.
As reflected in other states, such as Delaware, the spiraling nature of the North Carolina standards allow
students to develop proficiency from beginning through advanced levels.
Proficiency Based Teaching and Learning exists in North Carolina in Guidance, World Languages, and Arts
Education. North Carolina’s arts education proficiency levels represent a hierarchy of objectives that describe
artistic and cognitive student learning expectations which scaffolds artistic behaviors from the simplest to the
most complex.
Development and implementation of the proficiency-based Arts Education Essential Standards has involved
input from stakeholders, including LEAs, IHE members, professional associations, and others. In creating the
Arts Education Essential Standards, over 100 academic and research-based sources were investigated.
COMPARISON OF TRADITIONAL AND
PROFICIENCY-BASED SECONDARY EDUCATION
View of Learners
Learning Program
Grades
Assessment
Traditional
Proficiency-Based
Some will excel, some will do average work, a
portion will fail.
Time based; learning is a variable. It’s effective
for a portion of students
Based on various, and sometimes subjective,
points rather than proficiencies; may reflect
quantity over quality (such as extra credit
work); may be used in part to punish, reward,
or control student behavior; subject to
inflation. Grades are sometimes locked in
before a course ends.
Relies heavily on summative assessment,
including standardized testing.
All students can achieve at high standards; failure
is not an option.
Learning based; time is a variable. It’s effective for
all students.
Indicate only what student has learned (knows and
can do) by demonstration of proficiency; quality of
work is based on agreements about evidence of
proficiency. End-of-course grades reflect student
proficiency at end of course.
Nature and Structure of
Schools
Often adult centered in practice, reflecting
self-contained education in a management
hierarchy modeled on 20th Century industry.
Curriculum
Disciplines are independent of one another
and content is independent of standards for
postsecondary success.
Student Credentialing
Students accumulate graded units of
instruction to graduate through “seat time,”
regardless of skill levels acquired or grades
assigned, and a standard diploma is regarded
as the end point of the high school experience.
For students capable of doing more and
advancing while still in high school, the senior
year is often spent coasting to the finish line.
They dispense knowledge about subject
matter; lead class discussion, make
assignments, motivate students, assign grades.
Teachers
Students
They receive or absorb information passively,
recite when asked, achieve on tests. Often
don’t know at the beginning of a course what
constitutes successful learning.
Includes summative assessment, but heavily favors
formative assessment as a feedback mechanism to
continuously measure and guide student learning,
and to drive and improve instruction.
Student centered in practice. Home base for
flexible learning experiences where students can
assume more initiative, work in teams, and learn
in community settings, online venues, and other
education institutions as well as in their school of
record.
Based on recognized standards. Rigor and
relevance are driving criteria. Disciplines are often
integrated. Content is keyed to what students
need for postsecondary studies and job success.
Students are assessed to assure that they have
acquired high standards of knowledge and skills
defined by minimum state diploma requirements
matched to state standards. Students with an
interest in advanced certification and credits (AP,
IB, college credits) are supported in going beyond
minimum diploma requirements.
Assume many of the traditional pedagogical roles
but are also content experts, mentors, resources,
partners in school management, partners with
community resource providers, skilled assessment
practitioners, members of teaching teams, and
members of professional learning communities.
They envision and help plan their education path,
partner in their own progress, learn by observation
and application as well as by reading and taking
class notes, and they develop both individual and
group skills. From the very beginning of a course,
they know precisely what proficiencies
demonstrate desired attainment of knowledge and
skills, and they work to achieve those
proficiencies.
Adapted from “Proficiency Based Instruction and Assessment: A Promising Path to Higher Achievement in
Oregon Education” from the Oregon Education Roundtable (2009).
Arts Education Support for Implementing the Proficiency-Based Standards
and Honors Policy at the High School Level
Building local capacity through professional development, documents, webinars, web-based resources, and the Arts Education Think
Tank allows stakeholders to continue the sharing and development of resources and models to support PBTL.
NCDPI Arts Education Wikispace
http://ances.ncdpi.wikispaces.net
Includes links to professional development, materials and resources, standards and instructional tools, and
resources for building local capacity
Course Coding and Honors Policy Resources
http://ances.ncdpi.wikispaces.net/Course+Coding+Structure
Course Coding and Honors Overview (Highlights)
Course Coding Resources
Frequently Asked Questions
Arts Education Course Overview
Graduation Requirements
Concentrations
Honors Policy
Guidance for School Counselors (Webinar and FAQ)
Local Resource Sharing
Student Placement Practices for High School Proficiency Levels
http://ances.ncdpi.wikispaces.net/Placement+Practices
Includes examples and resources related to development and documentation of proficiency in arts
education and provides a place to share resources regarding documenting evidence of proficiency in
arts education, especially in relation to student placement at the high school level
Training
http://ances.ncdpi.wikispaces.net/Professional+Development
 RttT Quarterly Webinars, RESA Training, and Summer Institutes
 Focused virtual sharing webinars
 Arts Education Coordinators Meetings
 IHE Trainings
 Workshops for Arts Education Professional Associations
 Other Trainings
Arts Education Think Tank
 Representation from all 8 regions and all disciplines of arts education
 Focus on proficiency, student placement practices, evidence of student learning
 Ongoing Virtual and Face to Face Meetings (September 2012, January 2013, April 2013)