Learning can be described as a change in behavior(s) documented across at least two measurement points. Measuring this change allows for the comparison of learning under different conditions, hence the management of teaching methods and curricula and the optimization of learning for individual students.
Facilitating student learning is the ultimate goal of educators, yet its measurement has been elusive. Although researchers, policymakers, and practitioners have done much to improve student assessment, limitations remain. First, some assessment data serve as mere proxies for student learning, as the measures upon which they are based lack specificity, are designed for multiple purposes (e.g., accountability, school comparisons), and may be unstable over time. Second, procedures and tools to analyze and use assessment data more commonly relate to large-scale standardized assessments (e.g., various state websites) or general school data (e.g., student grades).
As a teacher, having feedback regarding which students are learning, which students are falling behind, how quickly the learning is occurring, and under which conditions individual students learn best is critical to optimize what occurs in classrooms on a daily basis. As a principal, being able to aggregate this information from classroom to classroom on a daily or weekly basis can provide a frequently recurring "snapshot" of learning according to learning standards and school goals. In both cases, having information that is student specific and fed back to stakeholders in a timely, understandable manner allows educators to respond to student learning needs "just in time". That is, with timely, relevant student data, educators can work to accelerate student learning and prevent failure. This contrasts with the common practice of assessing students after the "window of opportunity" for learning has closed, necessitating costly remedial efforts and/or student retention.
The AimChart website will allow all educational stakeholders (e.g., students, teachers, administrators, and parents) the opportunity to view student progress on an ongoing basis. Sophisticated administrators will be able to "see change" and rearrange administrative structure to help teachers work with learners to induce change. Finally, frequent and specific feedback empowers learners to improve.