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InTASC Standard #6: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making
Introduction to Monitoring Learner Progress
Introduction to Monitoring Learner Progress
Monitoring student progress toward unit objectives is critical to the learning process and to academic growth and mastery, both for individual learners as well as for the class as a whole. If students understand the extent to which they are on track regarding specific objectives, skills, knowledge, and science content, then they will be able to own the learning process and to better invest in their own growth. Further, monitoring is critical to decision-making that I make as their teacher; it informs my own practice as well as those of my students. In my science classroom, monitoring takes many forms. Tools I rely upon to effectively monitor learner progress include a data wall and trackers, both at the individual and class-wide levels. Students are thus able to monitor their assessment progress in a way that is data-driven and goal-based, as am I. I make the data "public" but at the level of the class so that we are all motivated to learn and grow together. In this way, we are all committed to each others learning in the classroom.
Data Wall
Data Wall
I utilize a data wall in order to monitor, and help my students track progress toward mastery goals. The data wall does not include student names, but rather, includes percentages toward mastery (80%). Students are able to understand the extent to which they and other students within their class are meeting the standard of mastery. They are also able to compare themselves to other classes (in a friendly, competitive manner). Specifically, as a class, we utilize bi-weekly "Data Days" so that students can monitor grades on Powerschool, update their individual trackers, and reflect on whole-class data featured on the data wall. Students assess their progress towards their goals and understand class-wide progress towards mastery objectives in each unit of scientific study.
As a result of displaying information such as this, students can feel empowered by the monitoring process. If displayed as a set of achievable goals and also with some creativity and color, students can gain understanding as to on what and by how much they need to improve, both individually and as a class. Additionally, the data wall can help me make better decisions in support of students, including in their own understanding of trends in comprehension and confusion. Overall, this demonstrates to students how they are progressing towards individual and class goals and thus, openly shares the idea of achievable growth and learning in the classroom. In addition to helping students understand and monitor their progress towards mastery on major assessments and standards, this data wall creates class comradery; students support each other so that everyone reaches mastery (80%) or even exceeds mastery. Monitoring progress in this way empowers students in their own growth, helps them support each other along the way, and assists them in understanding specifically which objectives they need to improve upon. As a result of this data display, students can make positive academic decisions to improve their understanding of specific science content. Further, they are oriented toward growth and development in the process, which will serve them well in the long-run.
For example, the image on the right demonstrates a student from my "7H" class, (my mid-level class,) monitoring his progress compared to the whole class' data and other class' results for their most recent assessment. This student viewed his own data tracker and compared it to their class' performance. Students together noted that they, as a whole class, need to improve upon the topics of melting point and properties of matter.
As shown in both images above, students are able to see on the data wall whole class progress towards mastery. Color-coding mastery allows students to visualize learner progress and class trends.
Data Wall with Mid-Unit Data
Here is our current data wall for 7th grade science. This data demonstrates that students are, generally, meeting or exceeding mastery thus far on their assessments. All classes (identified by the number 7 and a letter for the class section, written sideways, within the bars,) exceeded mastery on standards related to density and solubility. However, one of my classes, 7Y, is still approaching mastery for the concepts of matter, mass, and weight. This data helps learners monitor their progress and informs their own decisions regarding areas they need to attend to as scholars. Further, it suggests to me areas I can focus on to guide learner decisions.
Data key:
Individual Student Trackers
Individual Student Trackers
Trackers help monitor student progress regarding specific objectives in a given science unit. If students can visualize and name the objectives that they have mastered, then they should more easily gain confidence in their ability in certain areas, which should serve them well as they tackle more complex topics. Additionally and alternatively, if students are able to observe the objectives where they have not yet met mastery on, then they are well-positioned to work productively to determine what skills and content knowledge they still need to improve upon. Thus, individual student tracker data allows students to feel confident regarding the objectives they have already mastered and, perhaps, how they were able to reach those objectives. Individual trackers also productively determine what steps students must take in order to meet or exceed mastery on objectives in which they did not perform as well. In short, it helps them make more effective decisions about their own learning goals and process. I support learners in monitoring their own progress with the individual tracker data and collaborate with students to determine how to improve upon objectives that they have not yet mastered.
Individual Student Tracker - Unit 1 Example
Individual Student Trackers allow each scholar to monitor their own progress toward various content standards for each unit in science class. This is kept in the front of students' science binders. Students are asked to refer back to this tracker at multiple points in the quarter to add data as well as view their growth. Individual trackers are also shared with me during mid and end point check-ins during the quarter. Students monitor their own growth and progress through "Data Days" where they input more data into their trackers and assess their progress towards their unit-long SMART goals. In these ways, both formally and informally, students are able to monitor their own learning process and progress.
For example, here is the tracker for Unit 1, How can I make new stuff from old stuff? I have listed the standards associated with each assessment in student-friendly, accessible wording, such as, for example, "states of matter" rather than NGSS wording. I do this such that students can truly comprehend and internalize which standards they understand and which standards they are still working towards mastering.
Individual Tracker Student Examples
Here is one example of a student's individual data tracker. This student has "Exceeded Mastery," observed by the green color-coded columns on each assessment thus far. This student continuously checks her grades on Powerschool and refers back to her tracker and SMART goal (seen below) to continue to monitor her own growth. I believe that this type of monitoring and continuously using data to inform her study habits has helped her make effective decisions regarding how to stay on top of her work and be successful as a learner of science.
Here is another example of a student's individual data tracker. This student has "Exceeded Mastery" on three assessments so far, has "Met Mastery" on two assessments, and "Needs Intervention" on one assessment. This student, based on this tracker and mid-unit data seen on Powerschool, created the goal of "Exceeding Mastery" on assessments for the remainder of the semester. This tracker shows that the student is working towards this goal, but that he still needs to decide how he can keep improving. The data were helpful to him as they were to me so that we could engage and brainstorm next steps together to make pointed decisions about his learning going forward.
SMART Goals based on Individually Tracking Data
SMART goals were created by each individual student at the mid-point of the first unit. Students created these goals based on their areas for growth and improvement in science, discovered when reviewing their own data. Every "Data Day," students refer back to their unit-long SMART goals and analyze their progress towards their goals. For example, this student's goal was to "Exceed Mastery on my assessments for the [rest of the] marking period." This student, seen in the above tracker, is currently meeting her unit-long goal of "Exceeding Mastery" on all assessments in Unit 1. The tracker data were helpful to her in gaining confidence that she could progress toward her goals and effectively engage in her own learning process.
SMART goals are individual to each student and thus, can vary significantly. Some students focused on their assessment performance specifically, while others worked on their organizational skills. For example, this student's SMART goal was to "get a higher grade in assessments." Given that this student struggles with turning in all of his work, he specified that, to reach his goal, he would need to continuously "check Powerschool and see if I'm missing any work." This student has "Exceeded Mastery" on 4/6 assignments and is thus, continuing to work towards his goal. The milestones he set for himself were fueled by his ability to monitor his own work, see his potential for progress, and take charge of his own learning.
Powerschool Tracker
Powerschool Tracker
In addition to the data wall and individual student trackers, I work with students to monitor and engage in their own learning process by tracking their improvement in Powerschool. Powerschool is an online grading tool that allows me to input student assignments and understand their mastery in each grading section of my science course: assessments, labs/group activities, participation, and homework. I can observe individual student performance on any assignment. However, more importantly, I can utilize Powerschool to deduce whole class patterns of understanding on any given assignment, assessment, or activity. This data not only allows me to monitor individual and class-wide patterns as I continuously enter grades, it also allows me to make positive and purposeful decisions for science instruction moving forward that are anchored in student data. For example, as viewed from the class-wide data wall at the top of the page, students all exceeded mastery on the concept of solubility, demonstrated through a lab activity. I was able to view this data through Powerschool. With this information, I was able to move onto other complex properties of matter such as density, given that the average in each of my classes, based on Powerschool tracking, "Exceeded Mastery."
Students can monitor their own progress through Powerschool whenever they want. Further, and to encourage this reflective practice, I have created purposeful classroom time in which I ask students to check this resource themselves. Students are prompted to check for themselves to see if they have missing assignments due for science class and further, to self-assess for areas in which they still need improve. For example, they may notice patterns in areas in which they may show a pattern of unfinished work (which could reflect confusion in a particular scientific domain) and/or patterns in the kinds of work they turn in (which could reflect a need to build scientific skills, such as lab work). In these ways, Powerschool can be an important and dynamic tool for ongoing monitoring of student learning.
Tracking on Powerschool guides my teacher decisions; if I can understand if a given assessment, activity, or lab effectively engaged learners or not and so, I can then adjust my preparations for class accordingly. In other words, if the majority of students in each class performed poorly on an assessment, seen through Powerschool tracking, then I would know to review missed concepts in a more engaging and effective way. For example, when students completed a quiz on mass and weight, almost all students (94%) mislabeled the scientific tools "scale" and "triple beam balance," which they saw through grades on Powerschool; (a sample of this quiz can be found on the multiple methods of assessment section). As a result, I reviewed this information full class and students were able to gain the intended learning.
Powerschool Single Student Data
This data demonstrates one student's performance on assignments so far this semester. Students receive notifications whenever grades are updated. Missing assignments are marked by an orange flag so students can engage in their own learning and invest in particular areas of need for themselves. Further, the data are useful to me as we work together to devise solutions for this particular student's learning goals and aspirations.
Powerschool Class-Wide Data
This data shows class-wide performance of one of my science classes. Students cannot view their peers' grades. However, they can see their own grades in each science category and use this information to improve in any of the categories. For me, having this class-wide view is invaluable; it allows me to self-assess as well and so, make more effective decisions as to how to adjust my lesson plans.
Powerschool Categories for Data
I grade all of my science students based on the following science categories: assessments, labs/group activities, homework, and participation. Students can use this tool as well as information from their individual trackers to create their own SMART goals. As a result, students are well-equipped with the information they need to figure out how and in what ways they need to further their own learning.
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