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It frames a case for reimagining student evaluation, critiques prevailing structures, and outlines consequences including public opinion. The report develops a two-phase model for defining meaningful learner outcomes and designing aligned evaluation systems with six criteria (empowering, aligned, meaningful, multiple ways, rigorous, feasible), supported by tools and school/district applications.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/beyond-the-basics-lessons-from-innovative-schools-on-evaluating-student-learning/583135/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/beyond-the-basics-lessons-from-innovative-schools-on-evaluating-student-learning/583135.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the report address about student evaluation?","Question",{"text":112,"@type":113},"It argues that prevailing evaluation structures rely too heavily on seat time and narrow performance measures, limiting how learning is understood and assessed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report define a framework for evaluating PreK-12 learning?",{"text":117,"@type":113},"It proposes two phases: defining meaningful learner outcomes (including competency domains) and designing systems to evaluate learning aligned to those outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What six criteria does the report use for designing evaluation systems?",{"text":121,"@type":113},"The report outlines six criteria: empowering, aligned, meaningful, multiple ways, rigorous, and feasible.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583135,1792062269,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","How to Cite this Report  \nKemper, S., Potter, L, Yousuf, E., & Stahlman, B. (2023) . Beyond the Basics: Lessons  \nfrom Innovative Schools on Evaluating Student Learning. Center for Applied  \nResearch and Educational Improvement, College of Education and Human  \nDevelopment, University of Minnesota.  \nContact Information  \nSara Kemper, Ph. D.  \nCenter for Applied Research and Educational  \nImprovement  \nCollege of Education and Human Development  \nUniversity of Minnesota  \n1954 Buford Avenue, Suite  \n425 Saint Paul, MN 55108  \nTelephone: 612-624-0300  \nEmail: [SKemper@umn.edu](SKemper@umn.edu)  \n[https://carei.umn.edu/](https://carei.umn.edu/)  \nCAREI. UMN. EDU 2  \nTable of Contents  \nAcknowledgments....................................................................................................................... 5  \nAbout the Authors....................................................................................................................... 5  \nVignette......................................................................................................................................................................... 6  \nIntroduction................................................................................................................................................................. 7  \nThe Case for Reimagining Student Evaluation......................................................................................................... 7  \nPrevailing Evaluation Structures and their Shortcomings...................................................................................9  \nThe Carnegie Unit: Success as Seat Time......................................................................................................... 10  \nStandardized Tests: Success as Performance in Narrow Academic Domains................................... 11  \nConsequences............................................................................................................................................................. 12  \nPublic Opinion............................................................................................................................................................. 14  \nPromising Practices in the Evaluation of PreK-12 Student Learning..................................................... 15  \nPhase I: Defi ning Meaningful Learner Outcomes......................................................................................... 15  \nUniversal Competency Domains................................................................................................................. 15  \nIndividualized Competency Domain.......................................................................................................... 16  \nPortrait of a Graduate...................................................................................................................................... 16  \nPhase II: Designing Systems to Evaluate Student Learning...................................................................... 17  \nCriterion 1: Empowering................................................................................................................................. 19  \nCriterion 2: Aligned........................................................................................................................................... 20  \nCriterion 3: Meaningful................................................................................................................................... 21  \nCriterion 4: Multiple Ways............................................................................................................................. 23  \nCriterion 5: Rigorous........................................................................................................................................ 24  \nCriterion 6: Feasible.......................................................................................","cbCaifFsDm8OczXX","https://ap.wps.com/l/cbCaifFsDm8OczXX","pdf",13141480,82,"English","# Acknowledgments\n## About the Authors\n# Vignette\n# Introduction\n## The Case for Reimagining Student Evaluation\n## Prevailing Evaluation Structures and their Shortcomings\n## The Carnegie Unit: Success as Seat Time\n## Standardized Tests: Success as Performance in Narrow Academic Domains\n# Consequences\n## Public Opinion\n# Promising Practices in the Evaluation of PreK-12 Student Learning\n## Phase I: Defining Meaningful Learner Outcomes\n## Phase II: Designing Systems to Evaluate Student Learning\n## Tools and Approaches for Planning, Evaluating, and Reporting Student Learning\n# Summary\n# Applications in Schools and Districts\n## Synthesis of Findings from Case Studies\n# Recommendations\n## Start with the End in Mind\n## Engage Others","[{\"question\":\"What problem does the report address about student evaluation?\",\"answer\":\"It argues that prevailing evaluation structures rely too heavily on seat time and narrow performance measures, limiting how learning is understood and assessed.\"},{\"question\":\"How does the report define a framework for evaluating PreK-12 learning?\",\"answer\":\"It proposes two phases: defining meaningful learner outcomes (including competency domains) and designing systems to evaluate learning aligned to those outcomes.\"},{\"question\":\"What six criteria does the report use for designing evaluation systems?\",\"answer\":\"The report outlines six criteria: empowering, aligned, meaningful, multiple ways, rigorous, and feasible.\"}]","Beyond the Basics: Lessons from Innovative Schools on Evaluating Student Learning | PDF",1792045979,207]