OUTCOME FAMILIES
Reflect on and select the intended outcome families that you want to assess. You can select more than one. The five outcome families are based on the Teach For All Teaching as Collective Leadership framework and are described briefly below:
- WELL-BEING – Students feel secure and loved, empowering them to be themselves, try new things, and make mistakes in ways that foster deeper learning. This includes specific constructs such as physical, psychological, cognitive, and social well-being, sense of belonging, security, and optimism.
- CONNECTEDNESS – Students seek and value the perspectives and experiences of others as they work collaboratively toward a common good. This includes specific constructs such as empathy, compassion, gratitude, perspective-taking, and global mindedness.
- AWARENESS – Students are aware of inequity, celebrate their and others’ unique strengths and identities as assets for navigating challenges in pursuit of their growing sense of purpose. This includes specific constructs such as sense of identity, social awareness, metacognition, and sense of purpose.
- AGENCY – Students take independent or collective action toward shared goals to cause positive change in their own life or the lives of others. This includes specific constructs such as self-efficacy, creativity, problem-solving, curiosity, growth mindset, and collaboration.
- MASTERY – Students attain higher order command of knowledge and skills as a means to create new opportunities and solutions to challenges. This includes specific constructs such as critical thinking, foundational skills, and core knowledge (like literacy, numeracy, history, science).
PROGRAMMATIC PURPOSE
Select the intended programmatic purpose for the instruments that you would like to use. The available choices and brief descriptions are given below:
Program-level monitoring and evaluation – This refers to uses such as program evaluation, impact studies, and program-level monitoring of student outcomes.
Classroom-level data and feedback – This refers to a formative use of the instrument, and mainly linked closely with teaching and learning.
Feedback for parents and other school-level stakeholders – This refers to uses primarily focused on reporting and accountability. This purpose usually involves only summative assessments.
APPLICABLE GRADE LEVELS
Indicate the broad grade levels which the instrument will be used for. The available categories are: Pre-primary, Primary, Secondary, and Post-secondary. Multiple categories can be chosen.
If you are searching for instruments to be used for a given grade level, but also are planning to use it for another level in the future, include that grade level in your selection.