So you buy into the concept of short-cycle common assessments but the embarrassment of “low” scores are causing teachers to freak out.  Calm down, take a deep breath and repeat after me, “All low scores are not equal. And all low scores are not bad.”

If fact, if your common assessment score are too “high,” you are probably doing them wrong.  So let’s look at the three common reasons that are the drivers of low scores and assess them as good or bad.

1. The scores are low, but we are not “cheating” the system by reviewing or ignoring selected questions.  This is good. We may not like the results, but at least we know where we are at a given point of time.

2. The scores are low, but I barely covered the material.  This is good. At least I’m close to being on pace with the scope and sequence.

3. The scores are low, but I didn’t get to teach the material as well as I wanted too.  This is good. I’m on pace and I should still have time to teach the material to greater depth of understanding.

4. The scores are low, but I didn’t teach the material.  This is BAD.  I’m off pace.  Now I have to figure out how to teach the missing material and the material I’m supposed to be teaching right now. This requires strategic curricular surgery and if I don’t do something now, the situation will only get worse.  The only silver lining is at least I know this is an issue that needs fixing (rare) as opposed to being oblivious to the situation (common).

Think. Work. Achieve. Your turn…

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