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They transfer the writing skills learned from the previous units to the next.

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They transfer the writing skills learned from the previous units to the next.

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I like to give feedback at least 1-2 times on every doc/task before its final submission and summative assessment - so I find it very helpful to see students' progress and how they engage with & apply my feedback over time/cycles

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We can see more engagement from certain students because they feel better about their improvements. Additionally, their mood is better.

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Jumps from diagnostic to quiz (then in writing)

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improved MAP results

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When they are able to make connections from past units to current. Happened in AP Lit this week and I almost cried with joy :)

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Their questions incorporate more academic language and vocabulary

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I see improvement in student writing based on topics explicitly taught in class.

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Students are reading, processing, and taking the feedback they are given (especially with their writing)

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I notice some students becoming more independent and confident.

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Students incorporate feedback and are able to show improvement from the rough draft of a piece of writing to the final draft of the piece.

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Taking and using feedback from previous assessments and transferring/applying to current work

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They ask questions about the task that compare their current work to previous work we've done this year

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They're creating their own projects and choosing the standards.  Proposing the projects / one-on-one meetings.  It's very exciting to see them so passionate about their projects.  They are also creating their own rubrics and self-assessing their products. They've really been rocking it this semester and they love creating their own paths for learning.

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We know students are learning because they are able to use the skills across other disciplines and in other contexts. 

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We know students are learning because they are able to use the skills across other disciplines and in other contexts. 

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I hear students becoming more familiar with language like "comma splice" or "active/passive voice". On some level, they are processing.

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They complete tasks faster, at higher quality, with less support from the teacher/peers.

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Their writing shows better selection of evidence; their reflections are more aligned to the work completed; they are reading more complex texts and participating in discussions about them; they are making connections (through video explanation, mind map, or essay) across informational texts and literary texts

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They can express themselves more clearly in their writing. They seem to process skills and ideas a bit faster than they did in August. They find good evidence with less assistance, showing they learned something about research and source evaluation/credibility.  They can think a bit more holistically across content areas, i.e. they do some
non-fiction reading in Science and it seems to help their non-fiction reading in ELA, too.  They care more about feedback; some to get a better grade and some to actually be better writers.
(I still have plenty who either can't proofread or have terrible grammar/mechanics skills yet this year I'm not spending very much time on that--DL makes me feel I need to focus on bigger ideas.)

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Because they ask questions and offer ideas....not all are doing this of course

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Because they ask questions and offer ideas....not all are doing this of course

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I think I can always tell that they have learned when I watch Socratic Seminars. They do them on their own, without me, and have to talk in small groups of 5-6 for 20+ minutes. I provide questions to guide them if their conversations lag but that is it.