Ask MCP: Data-Informed Instruction
What should I do with the results of the students’ beginning of the year pre-test? For example, they take a pre-test in math and it shows they already have mastery in a few areas of the curriculum, like linear equations and geometric properties. Do I let them skip those sections, only do a mastery check for them, etc.? - Ethos on Mastery
Dear Ethos,
Trash them. I kid I kid. I say this only because testing anxiety is real, clicking through a pre-test out of boredom and fear of failure happens, mental health shows up differently and pre-tests can sometimes not shed light on what each learner can do.
However, pre-tests are full of data, and as you know, can guide educators to be even more intentional with what we put in front of our learners. I love being respectful of people’s time, including our learners’.
If you have a learner who has already mastered the concept, let’s celebrate that! A shoutout wall would be fantastic or even just a verbal celebration. I am for skipping sections as an adult; however, I do encourage learners to watch my videos as a review and to be able to add to discussions if a specific example from the video comes up. After watching the video, go straight to the mastery check, with the option of learners continuing to practice before getting the mastery check, if that’s what they want.
Having options is really important. The next step after the mastery check is to provide more options. Learners can continue with their learning OR they can choose to help a peer. I always tell my learners, “If you can teach it, then you’ve truly mastered it.” (And of course, provide some guidance on guiding vs. giving all the answers.) I love hearing the conversations that happen between learners.
Another thing that I’ve done for my learners who have mastered specific skills already is to collaborate with them on how to showcase their learning through one of their interests. For example, if we’re learning about geometric properties and you love Minecraft, how can we combine the two? Providing a space and time for learners to dig deeper and create something shows learners that what we’re learning in class is applicable outside of class.
Toni Rose Deanon
Community Engagement Manager
Toni Rose taught MS English for 10 years and will forever identify as a teacher. Toni Rose strives to be the teacher that she never had growing up, so she focuses on anti-bias, anti-racist work and wants to create a brave space for everyone around her. As a queer Filipinx, she understands just how important it is to be represented, be valued, and belong. She especially loves being a thought partner for and celebrating teachers.
Looking for more Ask MCP questions? “I was hoping to be done with the unit by now. I think they genuinely need more time than I planned to do quality work, but there is definitely procrastination going on. I would appreciate advice!” Read Meg McGregor’s response.