Unable to Show Lesson Progress with Student Mastery

Teachers who do not administer assessments when required are not following the design of evidence based lessons that maximise student growth.

The Problem is Compounded

Teachers are unable to see a group’s lesson progress and mastery and unable to be efficient in resolving any learning issues that show up in the assessment. There is no validation that students are mastering the content, only that the group is making lesson progress.

Teacher Lynton teaches Oz-e-science to his students. During the first three weeks of the term, he teaches at the correct lesson progress rate.