Assessment
Assessment: from scores to learning
Task 3 requires analysis of student learning, not just a gradebook. You define evaluation criteria tied to objectives, analyze whole-class and focus-student evidence, examine academic language, provide feedback, and plan next steps or re-engagement. Strong analysis answers: what pattern appears, which students show it, what does it suggest about understanding, and what will I do? Focus students are used to examine variation-students with IEPs, English learners, struggling and advanced learners-not to create separate mini-reports.
Traps
Watch for: listing scores without interpretation; feedback that is praise or a grade rather than actionable; criteria misaligned with the objective; vague next steps like 'review more'; and ignoring the language demands in student work. A common error is claiming students did not understand without evidence from their work.
Worked example
Objective: students will justify a claim with textual evidence. Of 24 students, 15 meet it, 6 are partial, 3 misunderstand. Pattern: most can select evidence but few explain the link. Feedback to a focus student: 'You chose two relevant quotations. Now connect each to your claim with because and explain how it supports your point.' Next step: a mini-lesson on reasoning, then a re-engagement task comparing a strong and weak justification. Rule of thumb: data → pattern → cause hypothesis → feedback/next step.