Evidence of Achievement

Students will show that they have achieved this goal by:

This is where you will specify how you'll know that the students are meeting the daily learning goals.

Establishing exactly what we are looking for in order to consider a learning goal “achieved” is important for knowing what activities we want to plan and how, as well as for setting benchmarks for formative assessment, or checks for understanding. Ultimately, it’s how we set ourselves, and our students, up for success.

Whatever evidence you include in this box should directly connect to the activities you’ll do that day.

Let’s revisit the examples we were introduced to above:

Notice that the connection between the goal and the evidence is very obvious, and that the evidence is also phrased as an activity. Further down in the template, where the day’s activities are listed and described, the evidence included here will be reflected somewhere there. For example, for the learning goal in the first sample, “Begin to differentiate between primary and secondary sources,” the evidence of achievement will be that the students can sort sources into the correct category. If that is what is the educator needs to see in order to know that their students have achieved that goal, then this will be built into an activity that day.

As you work on defining the evidence of achievement of the learning goals, ask yourself:

      • Is this an activity that I’ll be able to include in this day’s plan?
      • Will observing students engaged in this activity give me the information I need to assess their understanding and achievement?

In the photography and media example, let’s look at Monday’s learning goals, and decide what the evidence of achievement would be:

Observing the students engaged in the above "evidence of achievement" activities will clearly show the educator whether or not students have met the corresponding learning goals.