Do you have a question? 800-979-3316

Do you have a question?
800-979-3316

Back to the Main Website

Student Evidence Tracker

Tech Tool for Students to Communicate Their Own Learning Progress

Students, Teachers, Intervention Teachers & School Leaders Can All See Progress with the Click of a Button

Starting at only $3 Per Teacher

View a Demo NowSee PD Support

Students
Self-Assess

Personalized Learning
Grows

Teachers Can LESSEN Interventions During Their LESSONS

Here’s how LSI solves an existing problem that teachers are experiencing – monitoring and tracking student progress ... beginning with the students’ point of view.

LSI’s Student Evidence Tracker (SET) is a web-based app that solves a key challenge that every teacher has — knowing minute to minute whether every student’s learning is progressing during the lesson.

SET tightens the connection between your daily core instruction and your intervention system by offering a simple system for documenting the daily learning targets every student has achieved.

According to a study of K-12 students active in their own assessment, formative assessment effectively jumped from the 50th percentile to the 73rd percentile.With the Student Evidence Tracker, students are a partner in the learning process. 

View a Demo NowSee PD Support

Teacher View – Student Evidence Tracker

Monitor Learning in Real-Time

Teachers can track the progress of EVERY student as lessons progress, providing time for targeted instructional adjustments before testing.

Track Student Engagement

Ease the burden on teachers because they have instant data on which students are motivated, learning, and engaged.

Flag Subgroups of Students

Prioritize ELL students, reluctant learners, or those who have IEPs so teachers know where to provide additional support.

Students Assess Their Own Learning

Once they understand a lesson, students simply check the specific learning goals from the teacher, who then confirms the students’ self-assessments.

Students Safely Ask for Help

Students can effectively “raise their hands” to express learning difficulties in a safe, virtual space where their classmates can’t see.

Target the Needs of Each Student

The teacher can see whether the students have made the learning connection or not during the lesson for "Just in Time" learning and remediation on the spot.

Student View – Student Evidence Tracker

Why is Formative Assessment so Effective?

Increases student learning and motivation with clear learning goals and criteria for success
When students understand their learning goals and criteria and use them in self-assessment, both learning and motivation increase (McMillan & Hearn, 2008).

Makes student thinking visible as students respond to the teacher and one another
Classroom discourse, based on open questions that showcase student thinking, help students learn to think and express themselves in a discipline (Forman, Ramirez-DelToro, Brown, & Passmore, 2016).

Increases learning and engagement as students track their own progress
When students track their own progress, learning increases (Marzano, 2009/10), and so does student involvement in their own assessment (Stiggins & Chappuis, 2005).

Creates the opportunity for constructive feedback rather than just a grade
Research suggests that for most learning goals, elaborated feedback that describes students’ work against goals and criteria, rather than simply scoring or grading it, is most effective for learning (Van der Klein, Feskens, & Eggen, 2015).

Improves equity and access as students gain access to and use feedback
Providing students opportunities to use feedback can be seen as an example of the broader issues of opportunity to learn (Elliott & Bartlett, 2016) and equity.

Formative Assessment is Most Effective
When STUDENTS Self-Assess

A recent review of 33 studies of formative assessment in K-12 education in the United States found a positive effect on learning.

The review found an effect size of .29 (Lee et al., 2020), which means a student who scored at the 50th percentile in the control group would have been at the 61st percentile in the formative assessment group. This effect size is about the same as reported in previous reviews, as well (Kingston & Nash, 2011; Klute et al., 2017).

However and according to Lee and colleagues, the most important finding from the study—formative assessment interventions were most effective when they focused on student-initiated self-assessment (Lee et al., 2020).

The effect size for student-initiated self-assessment strategies specifically was .61, the equivalent of moving from the 50th percentile to the 73rd percentile.

John Hattie, Ph.D., Award-Winning Education Researcher and Best-selling Author of Visible Learning, Says Students Need to Self Assess

The remarkable feature of the evidence is that the biggest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers. When students become their own teachers, they exhibit the self-regulatory attributes that seem most desirable for learners (self-monitoring, self-evaluation, self-assessment, self-teaching).2

Student Evidence Tracker is suitable for classrooms using shared/personal mobile devices or shared/personal computers

Take a closer look at the Student Evidence Tracker Teacher's View

Personalized Learning Grows

Student Evidence Tracker helps kids focus on their learning targets by:

  • Keeping them engaged as they self-assess and track
  • Helping them self-regulate on learning tasks
  • Preventing weeks-long intervention cycles

Teacher View – Student Evidence Tracker

Student View – Student Evidence Tracker

Schools (or Districts) Turn to LSI’s Student Evidence Tracker When Their Teachers Experience:

Low student engagement in their learning tasks
Difficulty getting a clear view of which students are progressing and which are struggling 
At-risk learners getting lost in the changing environments of brick and mortar classrooms
Leaders who want to ensure high-quality learning experiences and measurable results for all students
Difficulty progress monitoring minute-to-minute learning of students
Students who are unable to self-regulate and focus on their learning tasks
Learning gaps that may not be evident until it’s too late: when students underperform on benchmark tests

LSI’s Student Evidence Tracker is also available for Virtual schools.

PRICING: Student Evidence Tracker starts at $3 per teacher/per month, with group discounts available for $2 per teacher/per month. Contact us for details.

View a Demo NowSee PD Support

Join thousands of leaders who have partnered with LSI to implement tailored transformation approaches for student success.

Our vision for education is to close the achievement gap. Equip all students with the social, emotional, and cognitive skills they need to thrive in the 21st century. Expand equity by giving every child access to rigorous core instruction that empowers learners to free themselves from generational poverty.

For more evidence-based teaching and learning solutions, click here.

View a Demo NowSee PD Support

Deana Senn, MSSE

YEARS IN EDUCATION: 20+
KEY ROLES: Senior Director, Academic Teaming, Education Consultant, Curriculum Specialist, Teacher

Watch a Short, Free Demo Now

How the Student Evidence Tracker Monitors
Your Learning in Real-Time

We’re committed to your privacy. Check out our Privacy Policy.

  •  

    NOTE: If you get an error message after Submitting, please double-check that your email address has been entered correctly.

Resources

WEBINAR

Classroom Formative Assessment Tools

Watch Now
BLOG

3 Strategies to Leverage FA Techniques

Download Now
REPORT

Research that supports SET

Download Now
BLOG

Why Tracking Student Progress Is Critical

Read More
References

1Lee, H., Chung H.Q., Zhang Y., Abedi, J., & Warschauer, M. (2020) The effectiveness and features of formative assessment in US K-12 education. A systematic review. Applied Measurement in Education, 33 124-140. https://doi.org/10.1080/08957347.2020.1732383 | 2Hattie, John. (2009) Visible Learning 3, 22. https://users.ugent.be/~mvalcke/CV/visible-learning-chapter-3-hattie.pdf