It is the middle of the school year for students across the United States. As schools reopen following winter break, students nationwide are settling back into their routines.
Imagine Sam, a junior, who is excited to return to school to meet with her team as they prepare for their upcoming championship basketball game. Picture Tom, a senior, who eagerly looks forward to rehearsals for the school play. Alyssia, a middle school student, is thrilled about her role in her school’s mariachi spring concert.
Each of these students is ready to begin the second half of their academic year. What excites them varies according to their unique interests. However, one thing they have in common is their engagement in these interests outside the school setting. While each student attends practice or a designated class for their extracurricular activities, they also carve out time throughout the week to practice and refine their skills. Tom enjoys running lines with his dad after dinner. Sam practices basketball and works on her three-pointers with her little sister every night. Alyssia is always rehearsing her guitar, working on her music from the time she gets home until just before bed. Each of these students has found something to dedicate themselves to, something they aspire to improve upon, and something they are committed to mastering.
As each semester begins, students are not only returning to their extracurricular activities but many are also preparing for their MAP® Growth™ midyear benchmark assessments in reading, math, and science. Could these students discover a unique skill, strength, or focus within these subjects that enables them to take ownership and apply their practice, just as they do in sports, theatre, and music? How could they interpret their assessment data as a valuable aspect of their academic growth and strive for deeper understanding and development, as they do when preparing for the spring tournament, opening night, or recital?
Assessment data isn’t just for teachers; it’s a powerful tool for students to take charge of their learning. With the belief that “practice makes perfect,” educators can consider three key strategies for helping students actively engage with their assessment data regularly, thus fostering a sense of agency and accountability. This engagement helps students understand their strengths, identify areas for improvement, and set meaningful goals.
1. Help students interpret their assessment data
Before Alyssia could join her school’s mariachi band, she first had to learn how to play the guitar. She needed to practice holding her instrument, reading the music, and plucking specific strings to produce the right sound. She needed to grasp many components, practice each one, and feel confident enough to pick up the instrument and try.
Much like when playing an instrument, students must comprehend what their assessment data signifies to make it actionable. Providing context and clarity allows them to view the data as a tool rather than a judgment.
Learning how to play her instrument required Alyssia to explore several aspects of music. Similarly, after completing her science benchmark assessment, she noticed she had specific scores in four distinct instructional areas and an overall science score. Just like when she took her first step toward becoming a musician, she had the chance to break down her assessment data in a way that helped her understand and act on her science skills.
How can her teacher, or “science coach,” assist her in understanding her data? Granting Alyssia access to her data in various formats will help her genuinely grasp her science skills. Making data accessible through visuals (e.g., charts, graphs) can simplify assessment results, making them easier for students to interpret. Educators can also support students by teaching data literacy. Helping students understand key metrics (e.g., proficiency levels, growth scores, specific skill breakdowns) allows them to organize their learning and approach their studies with a clear path forward. All of this can be accomplished by sharing the Student Profile report with students.
Additionally, students need to feel safe to practice, try new things, and take risks in their learning. Assist them with this by creating a safe space. A supportive learning environment fosters a non-judgmental atmosphere where students feel comfortable discussing their performance.
2. Encourage goal-setting and self-monitoring
Before Sam could become a star basketball player, she worked with her coach to set clear goals for her performance and her areas of focus moving forward. Whether it was by improving her three-point shots, increasing her stamina, or learning new plays, she was able to approach her development with specific targets in mind. Sam could have just practiced randomly; however, her coach helped her concentrate on her objectives, allowing her to work intentionally on her game. By setting goals that were measurable and achievable, Sam could track her progress over time and feel more confident in her skills.
Sam and students like her can easily apply the same level of focus to their academic goals with the support of their teachers. When students receive their test scores and other data, they benefit from identifying specific areas for improvement and working toward their own goals to master key concepts.
Engaging students in establishing their own goals based on their assessment data gives them a sense of ownership and purpose, making the learning process personal and meaningful. You can make goal setting attainable by assisting your students in creating SMART goals, an acronym that stands for specific, measurable, achievable, relevant, and time-bound. For example, Sam might set a goal to increase her operations and algebraic thinking score by 10%. She knows that the end-of-year benchmark is in May, giving her a focused goal and a clear sense of when she will be able to track her overall progress.
Setting a goal is only one piece of the puzzle. Educators can also enhance student ownership by providing opportunities for students to track their progress and reflect on their learning experiences. Tools like learning journals, goal trackers, or progress charts help students feel a sense of accomplishment. Reflection opportunities encourage students to brainstorm what’s working and where they need to adjust.
To learn more about goal setting and how you can use MAP Growth to inform it, read “Everything you need to know about goal setting for students.”
3. Involve students in decision-making about their learning
Tom loves being on stage and performing as part of an ensemble. While he enjoys the spotlight, he also derives great satisfaction from his ability to contribute to the overall production of each play. He helps influence the set design, work out the blocking of scenes, and bounce ideas off his fellow cast members. This deeper sense of connection comes from his active involvement in decisions.
When students are given the opportunity to co-create their academic learning experiences, they are more motivated and invested in their growth. Empowering students to contribute their ideas to their learning journey encourages them to take more responsibility for their progress, which in turn fosters intrinsic motivation for their overall academic growth.
How can you help create an environment where students have a decision-making role in their own learning? Providing them with the chance to choose specific strategies or resources that they find beneficial for their growth allows them to contribute to the toolkit for their own success. For example, Tom might opt to rehearse with a vocal coach for the upcoming musical while also collaborating with a group on character development. Both are specific skills he decided to work on with guidance from his theatre teacher. When working on academic goals, students could choose between peer tutoring sessions, using online tools, or individual workshop sessions with a teacher.
You can collaborate with students to help create an individualized plan rooted in their unique data. Giving students the opportunity to feel their voice is heard deepens their appreciation for their growth goals and is likely to increase their commitment to achieving them.
Key considerations
Considering the individual needs of each student, based on their unique data, raises several questions for us as educators. When we think about how to support our students on their individual learning journeys, we need to consider how we, as educators, can help them interpret their data, set goals, and engage in decision-making about their learning. Here are some questions to think about:
- How can I present data in a way that is clear and engaging for students?
- How do I ensure students feel supported and not judged when reviewing their data?
- Are my students setting actionable goals aligned with their assessment data?
- How can I help students create routines for monitoring their progress and adjusting their strategies?
- How can I involve students in crafting their learning plans based on their assessment data?
- What opportunities can I create for students to evaluate their own and their peers’ progress?
In closing
Involving students with their assessment data extends beyond just examining numbers and transcends a defined assessment period; it entails fostering a growth mindset and enabling students to view themselves as active participants in their learning.
You can assist your students in interpreting their data, establishing meaningful goals, and taking initiative in their learning journey, which fosters a significant and enduring connection for learners. Sam, Tom, and Alyssia exemplify how students engage with interests beyond the classroom, and their commitment to becoming active participants in their skill development offers a clear framework for applying this approach to enhance commitment to academic growth goals.
To learn more about how to put assessment data to work in your classroom, visit the archive of posts on assessment and MAP Growth here on Teach. Learn. Grow.
