Definition: Student learning data that is collected through formative and summative learning experiences. It can be anything from observation or conversation to a project or test. When we want to determine a student’s level of mastery, we need evidence of learning to make the determination. It doesn’t include compliance measures like late work or extra credit points which often erode the relevancy of the data we collect.
Where evidence of learning can be found:
Depending on what you are trying to prove, evidence can be found in a variety of places and ways.
Reminders:
- Keep behaviors and assessment of academic mastery separate
- If you want to track behaviors, that’s great, but a student’s behavior shouldn’t impact the overall communication of mastery.
- Submitting work late is a behavior, not evidence of learning.
- It can be indicative of other challenges going on or a student’s need to have more time. It’s an opportunity to engage in a conversation with students to learn more about their learning.
- Distracted or disruptive behavior in class is not evidence of learning.
- It can be indicative of other challenges going on or a student’s lack of interest because work is too easy or too hard. Avoidance behaviors are important to understand because there is usually something bigger going on. This is an opportunity to build relationships and get to the heart of what is happening so evidence of learning can be collected.
