In working with teachers to meet the goal of improving student achievement through targeted opportunities, which practice should the principal prioritize?

In working with teachers to meet the goal of improving student achievement through targeted opportunities, which practice should the principal prioritize?

• A. Including assessments, such as exit tickets, that are aligned with learning targets in lessons
• B. Only using end-of-year exams
• C. Relying on student self-assessments without teacher checks
• D. Using ungraded activities as a substitute for assessment

Answer: (A)

The main idea here is using assessments that faithfully reflect what students are supposed to learn and using the results to guide instruction. When teachers regularly include quick, aligned checks—like exit tickets—that are tied to the learning targets, they gain timely insight into who has mastered the concept and who needs extra support. This enables targeted opportunities, such as focused small-group instruction or focused practice, to push students toward the target goals. Exit tickets are ideal in this role because they are short, easy to analyze, and directly map to the day’s learning targets, so feedback can be immediate and actionable. In contrast, relying only on end-of-year exams doesn’t help teachers adjust day-to-day teaching to boost achievement, since those results come too late to influence current instruction. Student self-assessments can be valuable for reflection, but without teacher checks they may be unreliable for guiding next steps. Ungraded activities can engage students but don’t provide the data needed to drive targeted instructional opportunities.

The main idea here is using assessments that faithfully reflect what students are supposed to learn and using the results to guide instruction. When teachers regularly include quick, aligned checks—like exit tickets—that are tied to the learning targets, they gain timely insight into who has mastered the concept and who needs extra support. This enables targeted opportunities, such as focused small-group instruction or focused practice, to push students toward the target goals.

Exit tickets are ideal in this role because they are short, easy to analyze, and directly map to the day’s learning targets, so feedback can be immediate and actionable. In contrast, relying only on end-of-year exams doesn’t help teachers adjust day-to-day teaching to boost achievement, since those results come too late to influence current instruction. Student self-assessments can be valuable for reflection, but without teacher checks they may be unreliable for guiding next steps. Ungraded activities can engage students but don’t provide the data needed to drive targeted instructional opportunities.