How We Know Students are Learning

Assessment is an important part of the learning process. When done well, the information gained from assessing provides teachers and students with a picture of where students are with their learning and where they need to go. Whether face-to-face or virtual, teachers are expected to create multiple assessment opportunities, use a variety of tools and approaches, make the assessment criteria transparent, use assessment data to make in-the-moment instructional adjustments, modify future lessons, and give targeted feedback to students. This expectation is outlined by our adopted Center for Educational Leadership (CEL) 5D+ Instructional Framework, in alignment with State expectations. 

Assessment During Remote Learning 

During Remote Learning, teachers will provide a variety of opportunities for students to show what they’ve learned on the Priority Standards: 

  • Formative Assessment: Qualitative feedback that is provided as part of an ongoing process during student learning. The purpose is to let students know where they are and where they need to go. (
  • Competency-Based Assessment: Creates opportunities for demonstration of important skills in authentic contexts. The purpose is to allow students to demonstrate what they’ve learned, reflect on how they’re doing, and plan for what they’ll learn next. (
  • Performance-Based Assessment: Measures students’ ability to apply skills and knowledge learned from a unit or units of study. Typically, the task challenges students to use higher order thinking skills to create a product or complete a process. (
  • Portfolios: A student portfolio is a compilation of academic work and other forms of educational evidence assembled for the purpose of (1) evaluating coursework quality, learning progress, and academic achievement; (2) determining whether students have met learning standards or other academic requirements for courses, grade-level promotion, and graduation; (3) helping students reflect on their academic goals and progress as learners; and (4) creating a lasting archive of academic work products, accomplishments, and other documentation. (
  • Goal-focused Self-Assessment: Goal-focused self-assessment fosters academic achievement by helping students develop valuable lifelong skills, become autonomous learners, develop a growth mindset and build resilience. (Self-Assessment and Goal Setting Go Hand in Hand
  • Reflections: Part of the process of self-assessment includes reflection on strengths and areas for growth.  Reflection increases student learning…and encourages students to improve and learn from their mistakes. (Treating Reflection as a Habit, Not an Event
  • Rubrics: Rubrics clearly define academic expectations for students and help to ensure consistency in the evaluation of academic work from student to student, assignment to assignment, or course to course. Rubrics are also used as scoring instruments to determine grades or the degree to which learning standards have been demonstrated or attained by students. (
  • Student Choice: Allowing students to select from a variety of options to provide evidence of their learning. Teacher may provide a few pre-determined options, or they may allow students to propose their own ideas. 

Strategies for Supporting Your Student During Assessments 

  1. Provide an environment that will allow your student to focus on their task. 
  2. Make sure your student has materials necessary available (e.g., scratch paper, pencils, reading glasses, notes, etc.) 
  3. Resist the urge to assist your student with assessments – teachers need to have a clear picture of what your child knows and still needs to master. “Helping” your student can provide inaccurate information back to their teacher and can impact further instructional decisions the teacher will make for your child.  
  4. Encourage your student to do their best and remind them to direct questions to the teacher