Showing Evidence of How I Align Goals, Students, Instruction,
and Assessment
Use this sheet to help you find the specific evidence you have in your entry and identify
areas where you need to include evidence.
Is there evidence of:
Yes
Learning Goals:
1. What I know about my students
2. My specific learning goals for this
unit
3. Why are goals appropriate at this
time
4. How these goals are part of my long
range learning goals
5. Why these long range goals are
appropriate at this time
Activities
1. What activities I used to teach this
goal
2. Why these activities are
appropriate for these goals
3. Why these activities are
appropriate for these students
Strategies
1. What strategies I used to teach
these goals
2. Why are these strategies
appropriate for these goals
3. Why are these strategies
appropriate for these students
Sequence
1. What I taught before this unit
2. What will I teach after this unit
3. Why this is an appropriate sequence
4. Why this sequence is appropriate to
support students to meet these goals
Resources
1. What multimedia/technology
resources were used
2. How these resources provided for
individual differences of these
students
3. How these resources support
students moving toward the goals
4. How these resources support my
No
If yes, describe
instructional activities and strategies
How Have I made Connections to
1. students’ interests, background,
learning progress, and learning
preference
2. other subjects
3. real life
Assessment
1. What tasks I used to assess student
work
2. Why these tasks were appropriate
for these students
3. Why these tasks were appropriate
for supporting students to meet the
goals
4. My criteria for assessing the work
5. How and when I told students the
criteria for assessing their work
6. How students self-assessed their
work and progress towards the goals
Student Learning/Knowledge
1. What specific knowledge and skills
the students learned
2. What specific knowledge and skills
the students did not learn
Feedback
1. How I gave specific feedback to
students about their progress toward
the goal
2. How my students used my feedback
to continue learning
Instruction
1. How my instructional strategies and
activities enabled students to
successfully meet my criteria
2. How my instructional strategies and
activities interfered with students
meeting the criteria
Concerns
1. What concerns I have about my
instruction
2. What concerns I have about student
learning
Reflection and future teaching
1. How I monitored student progress
toward the goals over time
2. What I should teach next based on
students’ understanding
3.Why these learning goals are
appropriate for these students at this
time
4. What should I teach next
5. Why is that appropriate for these
students at this time
Lynn Gaddis, ISU 2003, adapted by Area 5 NBCTs, 2004