Assessment FOR Learning
Learning Goals to
Use of Diagnostic
• Learning goals are broken down into small, manageable
chunks. Each chunk is introduced through classroom mini-
lessons and consolidated in small, group guided practice
• With teacher support and instruction, students gradually
build upon their knowledge and understanding over time to
independently achieve their learning goals.
• Use of performance standards with picture representations
and/or hands-on analogies that explicitly connect students to
the target or learning goal.
• Student-generated anchor charts that are clearly posted in the
classroom for easy student reference.
• Learning goals that are framed using student-friendly language
and provide explicit step-by-step explanations and procedures
about thinking and development of learning goals.
• Display student work that has met the target alongside the
• Ongoing teacher and student led reflection about what a Level
Four looks like.
• Whole class assessment and discussion of a variety of
students’ work – “Does this piece meet our target? How could
this student improve to better reach our goals?”
• Student-generated rubric and/or checklist based on the
performance standard that allows students to monitor their own
progress and development as a learner.
• Use diagnostic assessments to guide the creation of the
learning goal. This assessment drives instruction, future
learning goals, and immediate next steps.
• Use picture representations and/or graphs to involve students
in looking at the diagnostic assessment as an indicator of
where we are and where we want to go. Continue to use these
pictorial representations throughout the learning goal to capture
and celebrate student progress.
• Identify goals and next steps for students learning based on the