[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-238607-105":53,"doc-detail-238607-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","beyond-the-basics-lessons-from-innovative-schools-on-evaluating-student-learning-introduction","Beyond the Basics - Lessons from Innovative Schools on Evaluating Student Learning - Introduction","","This guide supports PreK-12 leaders in rethinking how student learning is evaluated, moving beyond course grades and standardized test scores. It focuses on critically important outcomes that are often overlooked, including career readiness skills, social and emotional competencies, and other non-academic results. The document clarifies the intended meaning of “evaluation” versus “assessment,” outlines arguments for change, and presents a research-informed two-phase framework for designing more holistic, transparent, and student-centered evaluation systems and assessments.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/beyond-the-basics-lessons-from-innovative-schools-on-evaluating-student-learning-introduction/238607/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/beyond-the-basics-lessons-from-innovative-schools-on-evaluating-student-learning-introduction/238607.png","ImageObject",442,249,{"name":88,"@type":89},"McGucket","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-19","2026-09-11",true,{"@type":98,"interactionType":99,"userInteractionCount":30},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What outcomes does the guide emphasize evaluating in PreK-12 settings?","Question",{"text":108,"@type":109},"It emphasizes outcomes beyond basics, including career readiness skills, social and emotional competencies, and other non-academic results that are frequently overlooked.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the guide define “evaluation” compared with “assessment”?",{"text":113,"@type":109},"The guide uses “evaluation” to describe gathering, analyzing, interpreting, reporting, and acting on evidence. It uses “evaluation” intentionally to encourage thinking beyond testing, which is commonly implied by “assessment.”",{"name":115,"@type":106,"acceptedAnswer":116},"Why does the guide argue that course grades and standardized test scores are insufficient?",{"text":117,"@type":109},"It highlights misalignment with stated school missions, weak measurement of what students actually know and can do, and limitations of common structures like the Carnegie Unit and standardized achievement tests, including measurement error and score interpretation challenges.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},238607,1791724394,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":30,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":141},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Introduction  \nThis guide was developed for PreK-12 leaders interested in exploring innovative approaches to evaluating student learning. Specifically, we sought to identify promising practices in evaluating critically important learning outcomes that infrequently get evaluated, such as career readiness skills, social and emotional competencies, and other non-academic outcomes. In this guide, we share the reasons for evaluating outcomes that go “beyond the basics,” promising practices gleaned from research and case studies, example tools and approaches, and recommendations for redesigning evaluation systems and associated assessments. For more information about this project, our methods, and the research  \ninforming our recommendations, please reference the full report, Beyond the Basics: Lessons from Innovative Schools on Evaluating Student Learning.  \nA Note on the Term “Evaluation” vs.“Assessment”  \nIn this guide, we primarily use the word “evaluation” to describe the practice of gathering, analyzing, interpreting, reporting, and acting upon evidence of student learning. We use the word “evaluation” instead of “assessment” intentionally to encourage readers to think beyond testing, which is generally what the term “assessment” connotes.  \nWe recognize that the word \"evaluation\" in PreK-12 settings is commonly used in two specific contexts: (1) in association with the process used to determine students' eligibility for special education services, and (2) in reference to summative, often high-stakes assessment used to determine course grades or eligibility for graduation. In this report, we use \"evaluation\" more broadly. Specifically, we take evaluation of student learning to mean any process—whether formal or informal, for either formative or summative purposes—used to gauge what or to what extent a student has learned.  \nThe Case for Reimagining Student Evaluation  \nThere is growing recognition among schools and districts across the country that course  \ngrades and standardized test scores do not adequately capture the scope of what young  \npeople know and can do, nor what is important to families and communities (Garn, 2019;  \nPopulace Insights, 2022) . Arguments for reimagining the way schools and districts evaluate  \nand report student learning include the following:  \n● There is misalignment between what schools and districts espouse as their primary missions (e.g., preparing students to be college-and career-ready) and the student outcomes they actually evaluate and report (e.g., achievement in a narrow range of academic content areas) (Guskey, 2015) .  \n● A similar misalignment exists between what employers and college instructors hope to see in incoming employees and first-year college students, and the evidence available detailing what recent high school graduates actually know and can do. The  \nCAREI. UMN. EDU 2  \nknowledge, skills, and characteristics employers and college admissions counselors  \nmost seek in new entrants (i.e., critical thinking, teamwork, communication) is rarely  \nmeasured using common PreK-12 assessment systems (CAREI, 2022; Finley, 2021;  \nGallup, 2018) .  \n● Two prevailing PreK-12 evaluation structures that dominate the discourse around student success and achievement—the century-old Carnegie Unit and standardized achievement tests—do not reliably capture what an individual student has actually learned.  \n○ A Carnegie Unit, or the amount of time a student has studied a particular subject, equates attendance or “seat time” with learning, and can be earned regardless of what students know or are able to do (Hawkins, 2023; Tyack & Tobin, 1994) .  \n○ Standardized achievement tests, especially state tests used for accountability purposes, can be prone to measurement error at the student level and are therefore imprecise gauges of what individual students know and are able todo (May et al., 2009, Minnesota Department of Education, n.d. [a] ; Olsen et al., 2011) . Student demographic characteristics ex","cbCaicKswmmin59l","https://ap.wps.com/l/cbCaicKswmmin59l","pdf",3500717,24,"English","# Introduction\n## A Note on the Term “Evaluation” vs. “Assessment”\n## The Case for Reimagining Student Evaluation\n## Promising Practices in the Evaluation of PreK-12 Student Learning\n### Phase I: Defining Meaningful Learner Outcomes","[{\"question\":\"What outcomes does the guide emphasize evaluating in PreK-12 settings?\",\"answer\":\"It emphasizes outcomes beyond basics, including career readiness skills, social and emotional competencies, and other non-academic results that are frequently overlooked.\"},{\"question\":\"How does the guide define “evaluation” compared with “assessment”?\",\"answer\":\"The guide uses “evaluation” to describe gathering, analyzing, interpreting, reporting, and acting on evidence. It uses “evaluation” intentionally to encourage thinking beyond testing, which is commonly implied by “assessment.”\"},{\"question\":\"Why does the guide argue that course grades and standardized test scores are insufficient?\",\"answer\":\"It highlights misalignment with stated school missions, weak measurement of what students actually know and can do, and limitations of common structures like the Carnegie Unit and standardized achievement tests, including measurement error and score interpretation challenges.\"}]","Beyond the Basics - Lessons from Innovative Schools on Evaluating Student Learning - Introduction | PDF",1789138436,8]