Category: Assessments

Key points:

In the words of Carol Dweck, “Becoming is better than being.” As novice sixth grade math and English teachers, we’ve learned to approach our mid-year benchmark assessments not as final judgments but as tools for reflection and growth. Many of our students entered the school year below grade level, and while achieving grade-level mastery is challenging, a growth mindset allows us to see their potential, celebrate progress, and plan for further successes amongst our students. This perspective transforms data analysis into an empowering process; data is a tool for improvement amongst our students rather than a measure of failure.

A growth mindset is the belief that abilities grow through effort and persistence. This mindset shapes how we view data. Instead of focusing on what students can’t do, we emphasize what they can achieve. For us, this means turning gaps into opportunities for growth and modeling optimism and resilience for our students. When reviewing data, we don’t dwell on weaknesses. We set small and achievable goals to help students move forward to build confidence and momentum.

Celebrating progress is vital. Even small wins (i.e., moving from a kindergarten grade-level to a 1^st– or 2^nd-grade level, significant growth in one domain, etc.) are causes for recognition. Highlighting these successes motivates students and shows them that effort leads to results.

Involving students in the process is also advantageous. At student-led conferences, our students presented their data via slideshows that they created after they reviewed their growth, identified their strengths, and generated next steps with their teachers. This allowed them to feel and have tremendous ownership over their learning. In addition, interdisciplinary collaboration at our weekly professional learning communities (PLCs) has strengthened this process. To support our students who struggle in English and math, we work together to address overlapping challenges (i.e., teaching math vocabulary, chunking word-problems, etc.) to ensure students build skills in connected and meaningful ways.

We also address the social-emotional side of learning. Many students come to us with fixed mindsets by believing they’re just “bad at math” or “not good readers.” We counter this by celebrating effort, by normalizing struggle, and by creating a safe and supportive environment where mistakes are part of learning. Progress is often slow, but it’s real. Students may not reach grade-level standards in one year, but gains in confidence, skills, and mindset set the stage for future success, as evidenced by our students’ mid-year benchmark results. We emphasize the concept of having a “growth mindset,” because in the words of Denzel Washington, “The road to success is always under construction.” By embracing growth and seeing potential in every student, improvement, resilience, and hope will allow for a brighter future.