What tools are used in Task 3 to assess student learning?

• A. Rubrics and criteria to collect and analyze evidence of student learning.
• B. Anecdotal notes only.
• C. Standardized testing only.
• D. Student self-efficacy surveys only.

Answer: (A)

In Task 3, the emphasis is on gathering solid, usable evidence of student learning through structured classroom assessments. The best approach is using rubrics and explicit criteria that spell out what success looks like for each learning target. These tools let you collect concrete evidence—like performance tasks, student work, and demonstrations—and evaluate it consistently across students and over time. With rubrics, you can see exactly where a student stands relative to defined expectations, identify patterns, and make data-informed decisions about what to adjust next in your instruction and feedback.

Anecdotal notes, while helpful for descriptive snapshots, don’t provide the systematic, comparable evidence needed to evaluate overall learning progress. Standardized testing focuses on assessments outside the classroom context and is not the primary method described for Task 3. Student self-efficacy surveys measure beliefs about ability rather than actual learning evidence. So they don’t fulfill the goal of documenting learning in the way rubrics and criteria do.