•Is it clear to all what success looks like?

•Is the learning process or progression clear?

•Who decides?

•When are we monitoring? Is there adequate time built in?
•How are opportunities created for students to direct their learning beyond what has been planned? 

•What tools are we creating/using to monitor?

•What is done with the feedback/feedforward?
•How do we evidence and support learning that may have occurred beyond what has been planned?
•How might questioning be used to help clarify, discover misconceptions, scaffold and/or challenge learning?

•Should the assessment design or procedure be modified?
 

•How is the teacher adjusting for the uniqueness of each learner?

•How does the classroom culture support an open, comfortable, safe environment?

•How can I remove barriers/systems that impact equitable assessment practices?

•Are we documenting process or product?
•Are we documenting learning that was planned for or learning that may have occurred beyond what has been planned?

•What is being documented (knowledge, conceptual understandings, ALT skills, dispositions, inquiry process)? 

•How is the learning best documented to make learning apparent?

•How does the documentation connect to learning goals and success criteria? 

•Who decides? 

•When and how often are we documenting? Is there adequate time set aside?

•How does documentation represent the uniqueness of each learner (preference, language profile, modalities, etc.)?

•Is the measuring informing next steps, larger picture? How and for whom?

•What is being measured (knowledge,  conceptual understandings, skills)? 

•Are we measuring process or product?

•How can data points be used effectively to add to the comprehensive view of student learning before, during and after learning?

•How do we best measure, organize, aggregate and disaggregate data to derive information to support evidence-based decision-making?

•Who decides?

•When and how often are we measuring? Is there adequate time set aside?

•How can the learning and teaching process be modified as a result of the measurement? 

•How is the learning best measured to be valid, reliable, equitable and make learning apparent for a particular point in time?   Should any changes be made to the assessment design or procedure?

•How does our reporting reflect our school values?

•What is being reported (progress or achievement)? 

•Who decides?

•When and how often are we reporting? 

•Is reporting helping to build a shared understanding of assessment and thus contributing to assessment capability? 

•How can the reporting process inform learning and teaching? 

Teaching and Educational Development Institute. No date. Biggs’ structure of the observed learning outcome (SOLO) taxonomy. Brisbane, QLD, Australia. The University of Queensland.
_{http://www.uq.edu.au/teach/assessment/docs/biggs-SOLO.pdf}

Timperley, H. 2011. Using evidence in the classroom for professional learning. Paper presented to the Ontario Education Research Symposium _{http://www.education.auckland.ac.nz/webdav/site/education/shared/about/schools/tchldv/docs/Using%20Evidence%20in%20the%20Classroom%20for%20Professional%20Learning.pdf}

•Rainio, A.P. & Hilppo, J. (2016) The dialectics of agency in educational ethnography

•Ferguson, R. (2015) The Influence of Teaching Beyond Standardized Test Scores: Engagement, Mindsets, and Agency A Study of 16,000 Sixth through Ninth Grade Classrooms 

•MindShift: How Can Teachers Nurture Meaningful Student Agency? By Trevor MacKenzie