# data[].attributes.body
One way that evidence of student learning was collecting during distance learning was to look at the students' online journals. The students had options to write questions, use lists, jot down quick thoughts, and insert drawings or pictures to show their learning and thought process. In looking at these, we were able to check for the depth of their questions, the detail of sketches and drawings, the thought put into lists and quick notes/stop and jots as it related to the topic or question. From there we could modify instruction, provide clarity, or even schedule 1:1 virtual check-ins with students to meet their needs and further their learning.

# data[].attributes.body
For this year, I want to be able to have a record or database of student learning and progress online for both those in the classroom and staying at home. I think because we will have different levels of engagement online, I want to make sure that the online 'assignments' and conferences are meaningful and allow for us as teachers to share any feedback or evidence together with the students so that they all get that experience of looking at the evidence together.

# data[].attributes.body
Regularly reading student journal entries (for reading / writing / social studies) provides me with really useful information on how they are progressing with the skills and content from the lessons.
In the spring, the comments and questions I left for students on their journal entries were also a good way to interact with them and try to push them to think more carefully or deepen their understanding of something.

# data[].attributes.body
I loved Seesaw. It proved to be an amazing tool for feedback and assessment. It was perfect for worksheets/quizzes to assess their learning. I love that Seesaw, (depending on the assignment) allows them to choose whether to respond in a way they felt most comfortabel - video, recording, photos, drawings. With the video responses, I found that students who would normally be reticent to share in front of their peers were often eager to share with me knowing it was just between us. I was able to develop a real bond with some of them and see sides of them that I wouldn't see in a regular class situation. This year, I will stress the fact that assignments will be used for evidence of understanding and assessment which I hope will lead to them understanding the assignments are not optional. I also plan to use this format for them to provide self assessment on how they would rate their level of understanding of topics and concepts, and provide me with feedback as to whether they felt the material and expectations were clear, concise, and accessible.

# data[].attributes.body
Collecting Evidence: love using Pictures/notes when I am explaining information to parents and showing where my students are from the beginning to the end of the school year.

# data[].attributes.body
In band, a continuing challenge is to promote an atmosphere where students can demonstrate their playing individually for getting feedback without feeling overly self conscious about playing in front of peers. A success I had during distance learning was to have my 8th graders keep a running document for several weeks of a unit where I could comment in “the margins.” I could get a notification that they resolved the comment and therefore received my feedback.

# data[].attributes.headline
Quizlet, Google form, flipgrid videos, EdPuzzle videos with questions, Google slide  presentations, play, writing assignments as Google docs, and games, all these helped me collect evidence of student learning in listening comprehension, speaking, reading, and writing. In the new year, I'm going to add more tools such as Pear Deck and Padlet to make lessons more interactive and fun and it will also help with collecting evidence of learning.

# data[].attributes.subject
Quizlet, Google form, flipgrid videos, EdPuzzle videos with questions, Google slide  presentations, play, writing assignments as Google docs, and games, all these helped me collect evidence of student learning in listening comprehension, speaking, reading, and writing. In the new year, I'm going to add more tools such as Pear Deck and Padlet to make lessons more interactive and fun and it will also help with collecting evidence of learning.

# data[].attributes.body
Seesaw is EVERYTHING- but it gets exhausting when you have 94 video posts to review and provide quality feedback on!  I am planning on using Seesaw regularly for practice and assessment, but also start using Flipgrid for more of the reflection videos. I like that you can set a time limit on the videos, which forces students to speak more concisely, and allows students to hear and see each other.

# data[].attributes.body
In order to collect evidence of student learning, I focused on observation and individual planning.  For example, most learning in Leopard Cubs is social emotional.  A student may be having some difficulties in managing their own feelings. In this case, I would develop an individual planning form that described the learning target, recorded observations and implemented steps to assist the child in meeting the target.

# data[].attributes.body
I think our work on nerodiversity helped me to respect the variation of student work this past Spring. In addition, I plan to prioritize student learning by remembering the lessons from distance learning and ensuring that students have multiple pathways and opportunities to showcase their understanding.

# data[].attributes.body
In JK, a lot of our student evidence is collected through different writing or drawing prompts, typically given after reviewing a subject or reading a book. While the students work, we walk around and observe what each student is drawing and encourage them to add color and shape details so their reader can have a better understanding of what is going on in the picture. Before putting their work away, they explain their picture to either teacher. We take notes on what they say is happening in their picture (because without them it may be hard to decode!)  By the end of the year, it was exciting to see the increase of details added to their pictures, including the addition of some words as captions. This also served as great points to share to parents during conferences.

# data[].attributes.body
When students worked collaboratively and independently, I found value in listening to student thinking and recording anecdotal notes on a daily basis (because it seemed versatile regardless of type of task/problem). I carried a simple chart with student names and starred select key problems or ideas I sought to learn more about (in relation to the learning outcomes). I would listen to students explain to each other or ask them to explain to me how they solved the problem (both when right or wrong) as I circulated. The daily process helped me know what types of mistakes students were making as well as what they understood. The error type helped me know how to react and if to react or wait until our whole group discussion to address (and who might be good to include when we shared). Students used each other as daily resources, so most disagreements, misunderstandings, etc. were ones they were able to reconcile together, which was empowering and made our closing discussions more focused. Over time I began to doubt the value of simple anecdotal notes (due to growing focus on summative tests, etc.) but after talking with colleagues, I realized that recording this evidence helped me know who I was learning about, what types of mistakes were being made, and more about all my students (and if I needed to address it again during the next lesson and how).

# data[].attributes.body
In string classes, where each student is in terms of mastering new tasks is quite straight forward. What I plan on implementing more this year is; 1) for students to recognize their learning style, 2) provide various ways to meet their learning style so they can master the task,  and 3) for students to be self-efficient by reflecting their evidence of learning and by adding new challenges/tasks from there.

# data[].attributes.body
When I was in college and student taught in a 3rd grade classroom I found that I needed to assess and find evidence of the students learning in many different ways. I had students from all walks of life, and all different learning styles. Once I figured out how each student learned, I was able to really get to know the students and what each student needed in order to be successful.

# data[].attributes.body
I have tried to make notes on student strengths and needs both during and immediately after a FLEX class. Even more powerful is to do this with the input of the student.

# data[].attributes.body
I actually think DL forced me to collect more evidence than ever before, since I did not teach live classes last spring. My students left feedback for each other in a Google Sheet and reflections (just for me to read) in a Google Form. I would like to continue this into the fall, perhaps committing to a virtual exit slip at the end of each class. Is Google Forms the best way to do this? If you recommend a different platform for a quick, 1-sentence exit slip (accessible on campus or at home), please let me know!

# data[].attributes.body
I think the most important evidence for me to collect this year will be the baseline samples to have a starting point.  Because of the distance learning being so uneven for individual students, I think it will be critical for me to determine where they are right now.  Only then will I be able to purposefully plan where we are going.

# data[].attributes.body
I used the Collaborative Boards on Nearpod as a method to gather evidence of student learning. It was a small snapshot of their learning and similar to this forum it allowed students to see what their classmates posted. One in particular I liked was having students find an item in their home that represented industrialization. The kids came back with many creative responses and it allowed me to see if they were anchoring onto the learning target.

# data[].attributes.body
I plan to prioritize evidence of student learning by making the keys to evidence a purposeful part of my instructional goals (with my team and individually). I will intentionally plan to obtain evidence in a multitude of ways from each and every student.

# data[].attributes.body
I plan to continue to use journal responses- either through google classroom or written work- to monitor evidence of learning through REACH. This is such a powerful piece of evidence of learning for this subject area, since it can be so personal and introspective. This allows kids to dig deep and explore their understanding in a safe and controlled format.

# data[].attributes.body
Although it was time consuming to look through my student's SeeSaw responses, I found it very beneficial when gathering evidence of learning.  SeeSaw allowed students to choose their preferred method to demonstrate their understanding of a learning target.  Some students drew pictures while voicing over them with their thoughts while others typed responses in written form, while still others chose to record a video of themselves performing a task.  I want to find a way to replicate these options when in the classroom this fall.

# data[].attributes.body
I plan to prioritize evidence of learning by being really intentional and thoughtful about what I assign and why, particularly around which assignments are formally graded and which have a different purpose. When teaching in person, I rely on turn-and-talks, class participation, and conversations that happen while playing games or engaging in a math task. In those moments, I can collect evidence and respond right there in the moment. I haven't found a great way to replicate those experiences when distance learning.  In the spring, I tended to collect a lot of evidence, but had some difficulty going through all of it. I hope more intentional evidence gathering will help with that.

# data[].attributes.body
Kindergarten students thrived this spring using a combination of technology platforms when participating in balanced literacy activities at home, they used RAZ-Kids, EPIC! and Seesaw. We used these platforms to monitor and track students reading success by hearing their fluency and listening to their recordings regarding comprehension. This was very helpful in planning writing and reading lessons, as well as assigning leveled texts. The evidence of student learning that was captured from these tech apps allowed me to speak confidently at PT conferences too.

# data[].attributes.body
This Spring we used seesaw and it was helpful to see the students complete assignments. One tool that was the most powerful and allowed us to see their growth was when they recorded themselves reading a book or read their written stories. We could see the students applying and understanding the lessons.

# data[].attributes.body
Similar to Shannon's use of Daily Journal Entries, in language arts, I periodically have the students write a Quick Write on a Google Doc which has been shared with me. The Quick Write varies depending on the lesson being taught. It may be an open-ended prompt about an abstract idea that has been presented in a book that we are reading or it may be practice sentence writing implementing a new grammar rule. I will peruse the Quick Writes and share a few with the entire class with my feedback. This way the students can learn from each others writing and receive feedback from me.

# data[].attributes.body
In the spring, I frequently used the question feature of Google Classroom to pose an entrance/exit ticket type questions that the students could "chat" and respond to. Students enjoyed it because it felt more like texting each other than responding to a class question, and it was helpful for asynchronous work because students could check in, respond, and then easily come back to see how classmates had responded. It was also helpful for me to see through their responses who was really engaged with the content, and who was just checking a box.

# data[].attributes.body
I actually found it very productive during distance learning in the spring to have students email me photos of their work. This helped me to make sure I gave feedback to each student (because I wouldn't mark the email as read unless I replied) and it also ensured that I was getting evidence if the students were understanding the topic at hand (and seeing their work). Google forms also came in handy when trying to get a gauge on where the students were.

# data[].attributes.body
One of the ways we used in the Spring to track student's progress in third grade was Google classroom. Students were able to share work and also make comments on the level of difficulty with some of the exercises/skills they practiced at home.
I look forward to using Seesaw this year for younger students-something we did not use in the past, and also continue to use Google classroom to track students progress and collecting evidence of learning. We will continue to provide variety of choices so students can continue to choose their favorite activities and take more ownership of their learning.

# data[].attributes.body
Project-based learning has always worked for me in the classroom to gather evidence of student learning—In WL department we create meaningful projects that align with effective communication skills. To do this,  we turn to Integrated Performance Assessments to evaluate: Interpretive, Interpersonal, and Presentational skills in each unit, engaging students in authentic communication and creating a product using different tools and platforms. We use Edpuzzle, Fipgrid, Google Slides, Quizlet, Google meet interviews, Comics, short stories, to collect evidence of leraning. We also provide students with a rubric that guides them on developing the project allowing us be more responsive with the students.

# data[].attributes.body
I am excited to use Padlet and Jamboard this fall - regardless of DL or on campus instruction. I would love for my students to quickly share their thinking with one another at the beginning or end of class. Using these platforms will be easier for students to respond and generate conversations.

In the past I used math journals - which worked very well and served as a yearlong study guide for students. I collected these every 10 days and made brief comments on students' responses to prompts, worked out problems, or note taking. This way I could see students' processes and look for errors in thinking. As well I could commend unique techniques and ask willing students to share their thinking.

# data[].attributes.body
This year, I want to try to build in opportunities to collect evidence of student learning in every lesson. This will be even more important since I may go several weeks without seeing a particular class, so I can't possibly remember each student's progress. This will also be helpful for students learning at home so that I have evidence that they completed a particular lesson, and I can check for their understanding. Some helpful strategies will be using exit tickets or short journal entries and having a class roster where I can put a check or a short comment by each student's name when they have mastered a skill. I also started using FlipGrid a little bit, but I would like to use it more for students to create short recordings of themselves performing.

# data[].attributes.body
I use a "DJE" (Daily Journal Entry) at the start of each class. I post an open-ended question about something that was read for homework or discussed in class the previous day. The students write 4-5 sentences in response. This allows me to see each students thinking and ability to make meaning of the material.

# data[].attributes.body
I am going to talk about what happened in distance learning last Spring. I feel that, as a department, we did a great job of using a variety of tools to collect evidence of student learning, both graded and ungraded, and that helped me to provide feedback more often while collecting evidence. We used interactive games, like Pictionary and Scavenger Hunt, to informally check their listening comprehension of current material, assigned graded and ungraded tasks in Google Classroom that assessed both their reading comprehension and writing skills, and utilized online tools, like Flipgrid, to capture student production of the material at the oral level. As Autumn stated, I found it helpful to balance evidence-gathering tools that provided instant feedback with those that required more personal feedback from me on the more open-ended work, and I plan to move forward this Fall with these same tools while exploring new ways for students to produce evidence.

# data[].attributes.body
I have always found that exit tickets help provide evidence of student learning in math. I can use this practice as a way to check student progress before assessments and begin conversations with students about their understanding and offer addition scaffolding when needed. It also helps to guide planning as I prep review lessons before quizzes or larger assessments.

# data[].attributes.body
Collecting Evidence:
In Preschool, pictures are powerful. I have found pictures/notes to be very beneficial when explaining information to parents. I think pictures allow us to see students' growth from the beginning to the end of the school year.

# data[].attributes.body
I take copious anecdotal notes when working with students, whether in intervention groups or in other teacher's classrooms.  I review the information collected in the past session or sessions and use that inform future conferences and/or lessons.

# data[].attributes.body
This past year, Seesaw was a very useful tool in tracking evidence of student learning especially during distance learning. Students could complete an assignment and then record themselves sharing how they completed the task to allow more self reflection. It was especially useful to explain our thinking during math problems so we could see where they went wrong. We could then record audio comments on their posts and direct their attention to certain areas of a problem.

# data[].attributes.body
There will be a few digital forms of gathering data this year as opposed to past years. Google Forms, Google Quizzes Edpuzzles, Quizzizz and more. Research and limited applications may be in the form of Doc and Slide on Google Classroom and screencastify.

# data[].attributes.body
I think that anecdotal evidence gathered over time is powerful tool in putting together a complete picture of a child's learning. I always make sure to have a post-it pad next to me where I can scrawl notes and when these notes are compiled together I have moments of when a child gained understanding of a concept or moments were students needed more support.  I look at these post-its to help me address the specific needs of each student and also to fine tune my learning targets.

# data[].attributes.body
In Preschool I have found it helpful to jot down quick notes and have picture evidence of students completing an activity as well as of their finished activity.  I have found this helpful because during the process, you can observe and hear so much from one student (observations they are making, questions they have, areas they are struggling in, or what they are enjoying most), jotting down notes helps me to remember specific details on their (fine motor) skills, areas they needed help with OR areas they excelled in. Having picture evidence between the beginning of the year to the end helps us see the progress and It’s also a great visualization for parents to see the changes their child has made. This year we also showed students pictures of themselves after our play block so they can talk about what they were doing in the moment - it was a great way to have them reflect back on what they just created/did.

# data[].attributes.body
Prioritize- finding the sweet spot for evidence of students' independent work/thinking. I'd like to give kids the opportunity to show their thinking with open-ended questions but also have specific questions for them to answer to show understanding of content.

Responsive to students- the conferring note-taking sheets we created for each reading workshop unit really helped us take notes around specific skill and strategies and adjust our instruction accordingly

# data[].attributes.body
Fourth graders used Google Quiz, Ed Puzzle, an online reading and writing journal in Google Classroom, whiteboard.fi, and Google submit to show evidence of their understanding. whiteboard.fi is an online whiteboard and doesn't save but it was good for me to see what everyone was working on during live math times when my Google Meet glitched and stopped showing me the tiles view of all my students at the same time.

# data[].attributes.body
For my class the process is more important than the product. In the classroom, I could easily engage in a variety of conversations with my students and get so much feedback and watch their learning and progress throughout a unit.

During distance learning, it was hard to "see" the process so I relied heavily on  Google Reflection Forms that I created to ask specific questions about their learning process and needs. The forms gave the students to also share when they had questions or needed help with something. If many students were confused, it led to changes in my next lesson otherwise I would help them individually. It helped me monitor their learning. Google Reflection Forms really helped give me that feedback, especially when we were not LIVE.

I used Google Reflection Forms to gain insight on their reasons for their content and design choices (7th grade - web design and 8th grade - logo design). I also used Google Reflection Forms to find out how students were using their knowledge and if they were sharing what they learned. For example, 6th graders were asked to share examples of online talk that affected them both positively and negatively. I also asked them to teach their grandparents about identity theft and phishing schemes.

I also spent a lot of time making comments providing feedback and asking them questions in their Google Docs, Slides, and Drawings.

# data[].attributes.body
For JK having a way to collect evidence from students learning at home or having a place to move seamlessly into remote learning again will be essential. Using Seesaw as a common way to collect information and communicate will make for a positive experience.

# data[].attributes.body
This year I look forward to using Seesaw to help me track student understanding and to collect evidence of learning. I am new to the program but everyone who uses it is so positive about it, and it sounds as if it will allow me to be more involved in student learning, especially if we move to distance learning again.

# data[].attributes.body
One way that first grade collected evidence in math last year, specifically during our addition/subtraction strategy chapters, was to have students answer a problem on SeeSaw and record their thinking. We utilized this even before distance learning started because it was a provides a multimodal way for students to share what they know. We learn so much from how the student approaches the problem, what supports they use (algorithm, drawing, etc.), and their ability to articulate their thinking. It is also a great way to document learning for parents and share a concrete example of what their child is doing.

# data[].attributes.body
I found it particularly helpful to balance the use of evidence-gathering tools that provided instant feedback to the students (Google Forms, Edpuzzles, Quizzizz, etc.) with tools that supported open-ended work and required more direct feedback from me (Flipgrid, Doc and Slide assignments on Google Classroom, Google Meet interviews, etc.). This allowed the students to demonstrate their learning in a variety of ways, and allowed me to focus my energy on the open-ended work while the instant-feedback tools generated responses and evidence for me.

# data[].attributes.body
SeeSaw was very helpful during distance learning, I hope to use it more during the school year.  I loved being able to record  feedback for students.  The students, even K, were able to use it easily  - shout out to Mrs. O'Grady for getting them there!
This year I I want to prioritize evidence of student learning by having students create more reflections during their creative process. Possibly after they have completed certain steps of their projects. So they can share their challenges and accomplishments along the way!

# data[].attributes.body
Last year one tool I found helpful to gather evidence of learning and understanding was Explain EDU or Explain Everything. This app was helpful for students to talk through their thinking or "teach" someone else what they have come to understand. For example, a third grader can walk you through the steps she took to solve a double digit multiplication problem and explain the strategies she used to break apart the number. She can record her voice while she writes and annotates her work.

# data[].attributes.body
Being new to the classroom (well, to a school library), I want to prioritize evidence of student learning through 1) the students practicing, practicing, practicing - learning about the Dewey Decimal System, finding books both nonfiction (using the DDS) and fiction, and 2) praising their skills and encouraging returning to practice if they need a little extra help to master it. Lots of ego boosting and one-on-one assistance - whether from the adults or as student collaboration.

# data[].attributes.body
Hello there amazing super heroes!  You've got this.  One thing that I really learned to love for gathering evidence of student learning was Seesaw.  I plan to continue to use Seesaw as it is a quick, direct, and organized way to give students a chance to practice and share their progress.  The beautiful thing is that you can record your feedback to students via microphone, video, or in writing.  You can also loop parents into all opportunities for learning so everyone is in the loop.

# data[].attributes.body
This year I found using google forms, edupuzzle, and padlet to help keep track of student understanding and collect evidence of learning. I found google forms picture and video attachment answers helpful in looking at student work, edupuzzle for a quick check for students, and padlet a great way for students to share their work and thoughts with each other.

# data[].attributes.body
Given what I've been learning, especially this summer, I think I will be pretty cognizant of gathering evidence of student learning in pretty much every lesson. There are so many tools that allow for that - from super quick checks to final projects to peer feedback. Kids giving feedback to each other is actually a great way to see what they're learning and how they can apply it. Some of the tools I'm currently exploring are Peardeck, Flippity, FlipGrid, Jamboard, Padlet, Twist, Slack, and Classkick. I'm looking into a good choice for interactive science notebooks as well.

# data[].attributes.headline
Evidence of Students Learning in Third Grade Social Studies

# data[].attributes.subject
Evidence of Students Learning in Third Grade Social Studies

# data[].attributes.body
I found that having students record their thinking on FlipGrid was fantastic! Some students were hindered by written responses, so this gave everyone a way to orally communicate their process and thinking. Additionally, I was able to give a recorded video response/feedback. Students also learned to give positive and constructive feedback to each other (which was done very well).

# data[].attributes.body
How do you plan to prioritize evidence of student learning this school year?

What is one way you’ve collected evidence of student learning in the past that has helped you be more responsive to students?