2. How will we know when each student has learned?

Our mission is to ensure each and every student learns.

Start the Conversation:

1. Let's look at our assessments.  Are students learning what they need to learn based off standards and learning targets?

   • If no, where is the issue? 

     1. Does the assessment asses what we want them to know? Does it connect to an Essential Standard?

     2. Are we using Backward Planning by starting with the end goal (what we want students to learn), then designing the assessments (how they show what they've learned), and finally planning our instructional strategies (to fully prepare students to learn what they need to).

        • Use this guide to help you plan a unit or adjust your plan to better fit what you want students to know. Backward Planning Guide

   • If yes, move on in the conversation.

2. How am I collecting evidence throughout the lesson, not just at the end? Is how I'm collecting this evidence giving me accurate information? Does it correlate to test scores? How do I know students can apply their learning independently?

   • If you aren't sure or need additional strategies, visit this information from the NASoT on 4. Informal Assessments of the Whole Class.

     1. What do you plan on trying that you aren't currently using? Create a plan for using a strategy from Informal Assessments of the Whole Class in this document: Informal Assessment Plan

3. What evidence do we have that each student learned the intended outcome? What student work demonstrates mastery of the learning target?

   • If you aren't sure or need additional strategies, visit this information from the NASoT on 5. Formal Assessements of Individual Students.

     1. What do you plan on trying that you aren't currently using? Create a plan for using a strategy from Formal Assessments of Individual Students in this document: Formal Assessment Plan

     2. Remember, start small - change 1 assessment for 1 class and reflect on the outcome. Did this better demonstrate mastery of the learning target? If not, discuss with your group what may need to be adjusted and/or try a new strategy.

   • This question can be asked of each assessment you give. This is also a continous process of reflection. What may work with one class one year may not work for another class another year. 

4. Is the data from our assessments showing us our students learned the intended outcome?

   • If no, go through steps 1-3 for the assessments in question.

   • If yes, continue on to Question 3 of the Critical Questions: How will we respond with students experience difficulty in their learning?