At NSFA, we have been investigating ways to make the certification program more authentic for our education foundation leaders. Previously, the program focused on summative assessment that provided quality content, but did not leave our leaders empowered with the tools that provide authentic application within local foundations.
Having our students demonstrate knowledge through the creation or production of artifacts that can be immediately used within their unique setting is the ultimate goal.
While this adult-learning environment varies from K-12, focusing on competency with flexibility is the current aim. Participants generally come from a variety of background with varying levels of education. The goal is to provide the information that will allow foundations to create tools that increase their sophistication no matter what level they are currently at. Allowing students to create artifacts that demonstrate their knowledge rather than testing or relying on papers or tests is preferred. For example, students may need to demonstrate their knowledge of non-profit board manuals that include a set of criteria. Previously, students were required to write a paper about this topic. Now, we realize that it would be ideal for students to create an actual manual and provide a book, a .PDF, a website, a video, or other tool that demonstrates their application of the knowledge.
Having our students demonstrate knowledge through the creation or production of artifacts that can be immediately used within their unique setting is the ultimate goal.
While this adult-learning environment varies from K-12, focusing on competency with flexibility is the current aim. Participants generally come from a variety of background with varying levels of education. The goal is to provide the information that will allow foundations to create tools that increase their sophistication no matter what level they are currently at. Allowing students to create artifacts that demonstrate their knowledge rather than testing or relying on papers or tests is preferred. For example, students may need to demonstrate their knowledge of non-profit board manuals that include a set of criteria. Previously, students were required to write a paper about this topic. Now, we realize that it would be ideal for students to create an actual manual and provide a book, a .PDF, a website, a video, or other tool that demonstrates their application of the knowledge.