Lean Assessment Plan Tool

This tool supports teams to identify how they will collect evidence of student learning progress throughout the sprint.


Use this protocol to:

  • Identify assessment approaches that can be used to make decisions about student growth

  • Make sure evidence of student learning will be collected throughout the sprint and not just at the end

  • Build confidence in collecting evidence of student learning from well-designed classroom activities


  • Prep

    Wherever possible, the team leader should generate 1-3 examples of potential approaches to assessment in this outcome area to help get people started. Team members could also be asked to bring a few assessment ideas to the sprint meeting.

  • Step 1

    Identify the outcome (2 minutes)
    As a team, state the defined outcome that is the focus for your sprint. This should be the ‘pebble’ or ‘sand’ outcome and record it on the template.

    Assessment involves making a judgment about where students are up to in their learning progression at a specific time. The key to sound assessment is being very clear about what you want students to know, understand and be able to do. You then determine what evidence you could collect to show the progress that students have made during the sprint period.

  • Step 2

    Consider assessment approaches (5 minutes)

    Share and discuss the following key principles for formative assessment:
    - Assessment journey: try to collect multiple sources across time
    - Student work: try to focus on designing learning activities that elicit evidence of student learning progress along the way
    - Stay lean: aim to gather and analyse ‘just enough’ data to inform the next stage of your work. Try to avoid assessment becoming burdensome

    As a team generate multiple potential ways to collect evidence about student learning progress during this sprint. Each team member should generate at least two potential assessment approaches and ask them to write each on separate post-it notes.

    As prompts you can suggest:
    - What forms of pre and post testing could we use?
    - What do we want students to be able to demonstrate? How could specific samples of student work be captured during classroom activities?
    - How might observation or video be utilised effectively?
    - What forms of teacher questioning could be used and recorded to check for student understanding?

  • Step 3

    Decide on assessment approaches (10 minutes)

    - Each person shares 2 approaches and places post-its on the wall or table

    - The next person shares and if similar adds their post-it note to the existing cluster or creates a new group. Continue until everybody has shared.

    - As a team discuss the various approaches and ask “What data is most important to collect in order to determine whether or not our intervention seems to be resulting in an improvement in student learning?”

    - Select the top three different approaches that you will use during this sprint and record on the template

  • Step 4

    Planning (5 minutes)
    As a team discuss what planning and resources will be necessary to support the effective collection of data for each assessment approach. Consider timing and collection points. Allocate any necessary tasks and ensure everyone will be ready to collect evidence of student learning from the outset of the sprint.