ABSTRACT
When the SLO learning trajectory, learning goal, and assessments are in place, a teacher is ready to triangulate evidence of student learning. Teachers who triangulate evidence use multiple data sources to draw conclusions about where students are in their learning to ensure that their own interpretations about a child’s thinking can be supported. This chapter describes how to match a child’s work to the descriptors in a learning trajectory. Also discussed is how the trajectory can be used to design instruction to meet the needs of the child. Also presented are considerations for using standardized assessments to triangulate teacher inferences about student thinking.
