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
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.1 With the Student Evidence Tracker, students are a partner in the learning process.
Teacher View – Student Evidence Tracker
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
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.
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.
Deana Senn, MSSE
YEARS IN EDUCATION: 20+
KEY ROLES: Senior Director, Academic Teaming, Education Consultant, Curriculum Specialist, Teacher
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Resources
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