Learning Science · A goal and evidence of progress
Current knowledge, strengths and practice priorities
Use a starting task to find existing strengths, uncertainties and a sensible next practice step.
Use the examples to connect this lesson with the earlier topics. No specialist equipment is needed.
Back to the chapterAfter reading, you can
- Collect baseline evidence
- Choose a priority from observed work
Begin with an attempt
Before teaching a chart-reading method, ask Ravi to explain a simple chart. He accurately identifies the largest category but treats the vertical axis as a count when it shows a percentage. This starting attempt reveals both a strength and a specific practice priority. A general label such as “weak at graphs” would hide both.
A baseline is a record of current performance under stated conditions. It need not be a formal test. A short conversation, demonstration or sample problem may be enough. Choose a task closely related to the goal, and avoid making it so difficult that every response is a guess.
Record what the learner actually did
Save the response, the instructions and the available help. Distinguish an answer produced unaided from one completed after a prompt. Ask the learner to describe their reasoning where appropriate. The same wrong answer can arise from different causes, so the process often matters.
Also record what worked: a correct distinction, a useful diagram or a successful checking routine. These strengths can support the next lesson. Asking about previous experience may reveal knowledge that an unfamiliar format failed to show.
| Starting work | Strength retained | Priority suggested |
|---|---|---|
| Ravi finds the largest category but reads percent as count | Compares category heights | Read the axis quantity and unit, then explain a new chart |
| Spreadsheet entry is accurate but the total uses the wrong cells | Enters the supplied values correctly | Identify and verify the intended range |
Choose a tractable priority
Select a gap that blocks the intended activity and can be practised now. For Ravi, inspect axis labels and units on several clear charts before adding more complex comparisons. A baseline is provisional evidence, not a fixed measure of intelligence. Later checks should revisit the target and reveal whether the chosen practice addressed the difficulty.
A starting task is also a sample. One familiar chart may overstate broad chart-reading skill, while one unfamiliar topic may understate it. Use a second small case when the first result leaves an important uncertainty. More testing is justified when it resolves a decision, rather than when it merely produces another mark.
Worked example
A first spreadsheet attempt
A learner enters spreadsheet numbers correctly but selects the wrong cells for a total. What practice should follow?
- Save the initial attempt and record whether prompts or examples were available.
- Keep accurate number entry as a demonstrated strength. Locate the error in the selected range rather than reteaching all keyboard actions.
- Practise identifying the intended cells and checking the formula against them, then use a fresh small column.
The baseline supports a focused range-selection priority. It is provisional evidence about this task, not a label for general spreadsheet ability.
Try it yourself
Think through each question before opening the answer.
Why preserve a correct part of an unsuccessful attempt?
Show the answer and reasoning
It shows a usable strength and helps focus practice on the remaining obstacle rather than repeating everything.
A correct component can support repair of the missing one. Preserving it prevents a final wrong result from erasing useful evidence about how the attempt was made.
Should a baseline always remove every support?
Show the answer and reasoning
No. Use conditions appropriate to the goal and record them. A supported task can establish current capability with that support.
Current ability with a support can be the appropriate baseline when that support belongs to the goal. Removing it changes the task and the claim.
Ravi identifies the largest chart category but reads a percentage axis as a count. What two facts should the record keep?
Show the answer and reasoning
Keep the successful category comparison and the unit/quantity confusion.
The pattern calls for practice reading labels and units. A single “wrong” score would obscure the successful comparison and fail to locate the instructional priority.
What to carry forward
- Start with relevant work.
- Record support and successful reasoning.
- Choose the next practice from the actual gap.
References
Sources supporting the explanations and learning checks in this lesson.