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<h2 class="hd hd-2 unit-title">Initial Action Plan, Part 3: Assessment Plan</h2>
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<p>If anything is worth doing, it’s worth figuring out if you’ve done it right. <strong>For this assignment, you’ll create an assessment plan that describes how you will measure progress for your initiative</strong>. Your work in the last two units has been good preparation for this assessment step. You've thought about action and impact, so your hypotheses are already on the table. And if your predictions were not correct, that’s fine! That’s learning. It’s reasonable to say "I’ve gathered some more data, I’ve learned a little bit about how this new initiative works, and I’m ready now to try some new things, to predict what will happen, and then to collect some evidence about my results."</p>
<h3><strong>For your deliverable: </strong></h3>
<p><strong>Include the following in the “Assessment Plan” template </strong>(available in <a href="/assets/courseware/v1/2d8f6d4c2bf68aa880e0641cf3c3e94d/asset-v1:MITx+11.154x+3T2018+type@asset+block/MOOC_Assignment_Templates.pdf" target="_blank">.pdf </a>format or <a href="https://docs.google.com/presentation/d/1pXbQPR430U_wPoeqXOHqVFgF750RUxqyjHIkwXTHv0c/edit?usp=sharing" target="_blank">Google slides</a> - To get a version of the Google Slides templates you can edit, click "File" and then select either "Download as..." or "Add to My Drive.):</p>
<ul>
<li><strong style="font-size: 1em;">In terms of your initiative, what does positive progress look like?</strong><span style="font-size: 1em;"> How will you know that you have addressed your problem of practice (at least somewhat), and that you’re making progress towards the awesomeness you described earlier in the course? </span><strong style="font-size: 1em;">List some indicators, pay special attention to indicators that affect/influence the lives of students</strong><span style="font-size: 1em;">. Example: If your problem of practice pertains to a lack of multidisciplinary projects, maybe progress looks like two grade levels attempting at least two projects that involve more than one subject/discipline.</span></li>
<li><strong style="font-size: 1em;">In Part 2, you described an idea for interacting with students and an experiment relevant to your problem of practice. How will you figure out if these activities are working?</strong><span style="font-size: 1em;"> What kind of evidence is appropriate? How will you collect it? How will you gather feedback from stakeholders (and which stakeholders are critical)?</span></li>
<li><strong style="font-size: 1em;">Challenge yourself to go beyond traditional metrics to find other methods/metrics that could help stakeholders understand progress</strong><span style="font-size: 1em;">. Take a few minutes to think about whether you could gather data in a way that your school or community hasn’t before. Is there a way you could look at two existing data sources together and gain additional insights? Student-centered metrics are especially important. You might include interviews, focus groups, surveys, content analysis, test score analysis, looking at student work, etc.</span></li>
</ul>
<p><strong>Some other things to consider:</strong></p>
<ul>
<li>Change only matters if it affects the day-to-day experience of students and their learning outcomes. How can you include student experiences and student work as you think about what counts as evidence for change? Note: <strong style="font-size: 1em;">We recommend involving students in measuring progress if at all possible</strong><span style="font-size: 1em;">. Consider if students could help collect or interpret data.</span></li>
<li>How do you know the indicators you’ve chosen are the right ones? Think critically about your indicators of progress.</li>
</ul>
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<h3 class="hd hd-2">Call to Action: Initial Action Plan, Part 3</h3>
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