Six steps to increase the value of classroom performance data
Determine progression outcomes all students must attain in preparation for current and future learning.
Identify skills and concepts matching intended learning. Rank the skills and concepts by importance, and plot essential skills, ideas, and opportunities that support the plan.
Design or select a summative assessment to measure final learning. The type of evaluation varies based on the desired outcome, and performance expected from students.
Select a diagnostic assessment to measure student preparedness. Include essential and challenging standards in the test or task. If possible, use recent performance data or student work for diagnostic information to minimize time and effort.
Develop an instructional flow and lessons to keep actual learning closer to intended learning. As the plan develops, identify potential reteach or intervention points, and adjust with the diagnostic data.
Embed formative checkpoints used during instruction, intervention, and reteaching. Create a performance task with embedded formative experiences. It allows for adjustments during education and provides scaffolding opportunities for targeted students while building to final decisions on learning effectiveness.