Teachers can then design classroom activities to help their students reach t… Make sure the measurement is sustainable and reasonable in terms of time and resources, both for the students and the instructors (e.g., grading, response time, and methods). Information on the Focus Skills by state and subject and can be found at: www.renaissance.com/focus-skills. The Role of Assessment in Teaching and Learning Successful student learning is most effective with an aligned system of standards, curriculum, instruction, and assessment. The cooperative learning pedagogic website provides strategies for assessment as well as advice and tips to help students work together in groups successfully. This study adds to scant extant evidence and proposes a mechanism to explain this impact. The purpose of this article was to investigate the potential impact of COVID‐19 using data from several products offered by Renaissance. Usage of myON Reader, which was offered free of charge for a limited time, increased by over 51% compared to the early part of 2020 prior to the school closures. This dramatic increase in Freckle Math users was accompanied by an increase in the number of days students were using Freckle Math each week. This column discusses what can be done to mitigate these negative impacts. Impact on Student Learning Project –Assessment Rubric Mentor initials indicate that through both observation and candidate reflection, the candidate has completed this component. Data from math and reading practice products suggested increased utilization during COVID‐19, and that many students were still practicing some key skills even if assessment and instruction may have been reduced or stopped. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Educators can assign particular types of math practice to students and monitor student progress through reports that capture current practice, student performance in each standard, and progress toward goals. Data from nearly 4.4 million U.S. students in grades 3-8 shows average scores for math were lower for students this year as compared to students in the same grade last year. The work of Bill Sanders, formerly at the University of Tennessee's Value-Added Research and Assessment Center, has been pivotal in reasserting the importance of the individual teacher on student learning. An evaluation is then made as a way to judge student … An opinion piece: A possible student-centred assessment solution to some of the current problem... Annoyance and frustration: Emotional responses to being assessed in higher education, Mapping the maze of assessment: An investigation into practice. On the other hand, what we should avoid is to design too many assessment tasks that only require students to reproduce contents. While individual teachers often take formal responsibility for a particular class of students, they are best supported when they partner with colleagues, learning with and from each other. It is important to point out that our study used data from one educational technology provider. Not all changes are bad, however, as COVID‐19 has sparked exploration of new approaches to assessment (Richards et al., 2020) and greater availability of some educational technology products as some companies have made their tools freely available (Schaffhauser, 2020). You can be signed in via any or all of the methods shown below at the same time. The black lines show the benchmark between urgent intervention and intervention (i.e., the 10th percentile), the gray lines show the benchmark between intervention and on watch (i.e., the 25th percentile), and the light gray lines show the benchmark between on watch and at/above benchmark (i.e., the 40th percentile). The purpose of this article is to talk about the potential impacts of COVID‐19 from the perspective of one widely used educational technology provider, Renaissance. Team tools for making sense of student data . The authors would like to thank Katie McClarty, Gene Kerns, Julianne Robar, and Jess Youngblood for their work to build, analyze, and communicate the value of learning progressions and the role Focus Skills can play in fall 2020 and beyond. As such, schools may need to leverage decision‐making frameworks, such as the Multi‐tiered Systems of Support/Response‐to‐Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020.