This communication begins with
clear learning targets understood by students.
Not exact matches
The evidence to foster this
understanding is found in the assessment practices of the classroom, when alignment exists with
clear learning targets providing valid evidence of the
learning journey of the student.
Once you have a
clear understanding of who knows what and the
learning problems that exist, you can make changes to programs and instruction to
target these specific
learning gaps.
Engaging students in their own
learning by setting
clear learning targets,
understanding the criteria for success (via rubrics!)
Getting students involved in analyzing their mistakes on tests helps them to
understand the intended
learning, the immediate next steps they need to take in their journey toward
learning targets, and gives them a
clearer picture as to just where they are in the journey.
When feedback serves its instructional purpose, students are
clear about the
learning targets at which they are aiming, and they
understand that assessments show how they are doing in reaching those
targets.
They will also come away with a better
understanding of how students who have
clear expectations and
understand the relevance of their
learning to future success are more likely to be engaged in
learning, how students who receive
targeted and intentional instruction based on data from formative assessment and checking for
understanding assessments will thrive academically, and more.