Assessment System
Evidence of Learning, Built In
A coherent system that diagnoses, monitors, and measures learning — and produces comparable evidence no matter who facilitates or which delivery model is used.
A Balanced Approach
Three Purposes, One System
Diagnostic
Assessment FOR learning. A pre-unit check identifies what students already know so instruction is targeted.
Formative
Assessment AS learning. Instant-feedback quizzes, exit tickets, and self-checks guide students in the moment.
Summative
Assessment OF learning. Performance tasks measure mastery against the standards.
Diagnostic Assessment
Try a Sample Pre-Assessment
Auto-scored, low-stakes, and used to plan — not to grade.
1. Making a smart guess from text clues is called…
2. Which is a claim (an arguable opinion)?
3. To support an idea about a text, a reader gives…
🔁 Formative Tools
- Instant-feedback quizzes & sorts
- Exit tickets each lesson
- Reading annotation checks
- Discussion-board responses
- Self-check "I can" lists
🏁 Summative Performance Tasks
- U1 — "Case File" inference investigation
- U2 — "Research Brief"
- U3 — "Persuasive Pitch" essay + speech
- U4 — "Short Story Studio" publication
- U5 — "Poetry Gallery"
- U6 — "Expert Showcase" presentation
Rubrics
Clear, Standards-Based Scoring
Reading Rubric (Inference & Evidence)
| Criterion | 4 · Exceeds | 3 · Meets | 2 · Approaching | 1 · Beginning |
|---|---|---|---|---|
| Comprehension | Insightful, accurate understanding | Accurate understanding | Partial understanding | Limited understanding |
| Use of evidence | Precise, well-chosen quotes | Relevant evidence | Vague/partial evidence | Missing evidence |
| Reasoning | Clear, logical explanation | Mostly clear | Unclear links | No explanation |
Writing Rubric (Opinion / Argument)
| Criterion | 4 · Exceeds | 3 · Meets | 2 · Approaching | 1 · Beginning |
|---|---|---|---|---|
| Claim | Bold, precise, arguable | Clear position | Vague position | No clear claim |
| Reasons & evidence | Strong, well-supported | Adequate support | Weak support | Unsupported |
| Organization | Cohesive, linked ideas | Logical order | Some structure | Disorganized |
| Conventions | Polished | Few errors | Some errors | Frequent errors |
🤝 Peer Assessment
Structured "Glow & Grow" protocol students use on each other's work:
- Glow: "One thing that works is…"
- Grow: "One way to make it stronger is…"
- Question: "Something I wonder is…"
🪞 Self-Assessment
Try it now — check what you can do:
Teacher Feedback
Feedback Template
The "Glow · Grow · Next Step" frame
- Glow: name a specific strength tied to the rubric.
- Grow: identify one highest-impact improvement.
- Next step: a concrete action the student can take now.
Consistent, rubric-anchored feedback keeps quality even when different facilitators respond to work.
Data Systems
Digital Grade Tracker & Growth Dashboard
📒 Digital Grade Tracker
A simple gradebook structure links each task to its standard, so a new teacher instantly sees where every student stands. Exports to common LMS gradebooks.
| Student | RL.5.1 | W.5.1 | Trend |
|---|---|---|---|
| A. Rivera | 3 | 3 | ▲ |
| B. Chen | 2 → 3 | 3 | ▲ |
| C. Okafor | 4 | 4 | ▶ |
Illustrative sample data.
📈 Student Growth Dashboard
Students see their own progress and earned badges on the Student Resource Center, building ownership and motivation. Teachers see class-level mastery by standard to plan reteaching.
Open the student dashboard →