When I was in the classroom, I felt skilled using data. My students set daily personal goals, we had learning targets based on our data, and students had assessment goals. I often taught whole-group lessons, though, and thinking back, I wonder why. How did I know all the students I was delivering whole-group learning to needed that particular lesson? I didn’t. Formative assessment could have helped me.

All of our teaching and learning processes hinge on assessment, where we gather information and data about what students know. This includes assessment processes, such as formative assessment (gathering evidence of what learners know and can do), responding to that evidence together, and certifying that learning has taken place (summative assessment). Students and educators thrive when these processes stay focused on learner context, academic goals, and partnership.

The latest research into how kids are doing following COVID-19 school closures shows that achievement is still lagging, when compared to pre-pandemic data. Having so many students in need of extra support can be challenging when planning instruction. Identifying where kids are starting, by approximating their zone of proximal development, can help.