Drumbeat/p2pu/Assessment and Accreditation/Assessment Schema 1

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Draft - June 3, 2010

This is an initial schema that links a published curriculum on Open Web Skills to a list of possible assessment options for component parts as well as aggregate total of the curriculum, and further links outcomes of those assessments to illustrations of competency, as a form of accreditation.


Curriculum --> Assessments --> Demonstrations of competency

Curriculum - as content

Note: Curriculum below is lifted directly from the Opera Web Standards Curriculum. Names, translations, and other errata have been deleted for clarity.

  1. Introduction to the world of web standards
    1. The history of the Internet and the web, and the evolution of web standards
    2. How does the Internet work?
    3. The Web standards model - HTML, CSS and JavaScript
    4. Beautiful dream, but what is the reality?
  1. Web Design Concepts
    1. Information Architecture - planning out a web site
    2. What does a good web page need?
    3. Color Theory
    4. Building up a site wireframe
    5. Color schemes and design mockups
    6. Typography on the web
  1. HTML basics
    1. The basics of HTML
    2. The HTML <head> element
    3. Choosing the right doctype for your HTML documents
  1. The HTML body
    1. Marking up textual content in HTML
    2. Images in HTML
    3. HTML links - let us build a web!
    4. HTML Tables
    5. HTML Forms - the basics
    6. Lesser-known semantic elements
    7. Generic containers - the div and span elements
    8. Creating multiple pages with navigation menus
    9. Validating your HTML
  1. Accessibility
    1. Accessibility basics
    2. Accessibility testing
  1. CSS
    1. CSS basics
    2. Inheritance and Cascade
    3. Text styling with CSS
    4. The CSS layout model - boxes, borders, margins, padding
    5. CSS background images
    6. Styling lists and links
    7. Styling tables
    8. Styling forms
    9. Floats and clearing
    10. CSS static and relative positioning
    11. CSS absolute and fixed positioning
  1. Advanced CSS study
    1. Headers, footers, columns, and templates
  1. JavaScript core skills
    1. Programming - the real basics!
    2. What can you do with JavaScript?
    3. Your first look at JavaScript
    4. JavaScript best practices
    5. The principles of unobtrusive JavaScript
    6. JavaScript functions
    7. Objects in JavaScript
    8. Traversing the DOM
    9. Creating and modifying HTML
    10. Dynamic style - manipulating CSS with JavaScript
    11. Handling events with JavaScript
    12. JavaScript animation
    13. Graceful degradation versus progressive enhancement
  1. Mobile web development
    1. Mobile 1: Introduction to the mobile web
  1. Supplementary articles: Microformats
    1. Introduction to hCard
    2. Introduction to hCard, Part two: Styling hCards
    3. XFN encoding, extraction, and visualizations
    4. Styling XFN and rel-license links
    5. Styling hReview Microformats
    6. Styling and extracting hCalendar
    7. Microformat Encoding and Visualization
  1. Supplementary articles: accessibility
    1. Introduction to WAI-ARIA
    2. Creating accessible data tables
    3. Building Accessible Static Navigation with CSS

Curriculum - as pedagogy and process

  1. Critical thinking skills (Bloom's Taxonomy)
    1. Application
    2. Analysis
    3. Synthesis
    4. Evaluation
    5. Affective domain skills (empathy and the like)
  1. Attention/Time on task
    1. Attendance
    2. Participation
    3. Timeliness
    4. Responsiveness
  1. Collaboration
    1. Works well with others
    2. Creates opportunities to collaborate for mutual benefit
    3. Recognizes other people's strengths, acknowledges gaps in own expertise
    4. Functions well in a distributed collaboration setting (e.g., via the Internet)
  1. Excitement/Investment in the course
    1. Quality of engagement and feedback
    2. Outreach to other groups, evangelism
    3. Attention to course design and meta-principles, as well as to personal objectives
    4. Willingness to be both a researcher and a research subject for improving course outcomes
  1. Leadership
    1. Taking risks, stepping up to challenges
    2. Encouraging others
    3. Reconciling differences, facilitating communications
    4. Applying course gains to external opportunities, continuing the conversation
  1. Communication
    1. Writing skill (appropriate to the form)
    2. Verbal skills (in a group, as a solo presenter, etc)
    3. Visual skills (for presentations, by way of explaining a concept, etc)
    4. Attentiveness to matching communication needs to the appropriate medium
    5. Attentiveness to audience
    6. Constant striving towards authenticity of voice
  1. Improvement (meta-cognition)
    1. Evidence of self-evaluative skills in the service of self-improvement
    2. Intentional creation of authentic assessments
    3. Capacity to recruit and engage with suitable evaluators, ideally openly
    4. Management of tension among persistence versus pragmatism
  1. Modes of work
    1. Flexible in thought and process towards a goal
    2. Able to effectively manage real-time, asynchronous, and other modes of operation and communication
    3. Constantly reflective of progress and adaptive in execution
    4. Good at seeking help when need arises
  1. Specific to School of Webcraft
    1. Ability to use IRC and other web dev tools
    2. Ability to join an open source community
    3. Good at answering other people's questions
    4. Work well with other programmers
    5. Able to build stuff for people, not machines
    6. Use version control
    7. More?
  1. Habits derived from LinkedIn research

Sample of company ads for web developers - 7 July 2010

    1. Team (8 hits) - as in a team player or working as part of a team.
    2. Agile (7 hits) - as in agile software development.
    3. Creative (5 hits) - as in strong, flexible, creative flair.
    4. Writing, written, and verbal (5,3,3 hits) - as in excellent and proven writing skills or excellent written and verbal communication skills.
    5. Communication (4 hits) - as in excellent communication skills.
    6. Analytical (3 hits) - as in strong analytical skills.
    7. Attention (3 hits) - as in attention to detail.
    8. Attitude (3 hits) - as in positive attitude.
    9. Designing (3 hits) - as in experience designing and optimizing code.
    10. Fast (3 hits) - as in working in a fast paced environment.
    11. Thinker (3 hits) - as in logical thinker or critical thinker.

Mindmap version of the content and process curricula

Assessments, as related to both curricular content and desired outcomes

Note: my idea for this section was to begin with an unordered list of various types of assessments, each of which would then be considered critically in light of the benefits and limitations of the P2PU model. The next section would then provide some initial thinking about how specific assessments might be matched to specific components of the curriculum.


  1. Test-like assessments:
    1. One-item questions.
    2. Short quizzes.
    3. Full exams.


Portfolios, competency metrics, and other data for accreditation

Note: I haven't gotten to this section yet.

Writings and organizations working on related issues'


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