Hello again! I’m back talking about the PAIR model for assessment that actually fits how we think and work. So far in our PAIR journey, we’ve explored the value of Preparing with purpose and Assessing for evidence. These are steps where we gather data and reflect on what it tells us about where we are and where we need to go to improve student learning. Now let’s explore the next step, where evidence meets improvement.
I = Intervene, a.k.a. Fixing the Curriculum Like Batman Saving Gotham (without the explosion)
So students flopped on a competency or outcome. What next? Fly away in a bubble like Glinda? (Who am I kidding? That’s pretty tempting.) Or maybe just admit we need to adjust? This is the Intervene phase, where we are no longer just identifying learning gaps; we are closing them and closing the assessment loop.
Intervention means asking:
- What changes can improve student learning outcomes?
- What support can be added to help students succeed?
- What can I tweak in assignments, instruction, or feedback to make a difference?
Sometimes all it takes is rethinking an assignment or flipping the order of topics. It might mean revising a prompt, adjusting the pacing, adding a resource, having a mid-semester check-in, or gasp, talking to our colleagues. Sometimes it takes a team-up between collegial professionals that would make the Justice League or the citizens of the Emerald City jealous. Don’t underestimate the power of a well-timed collaboration, like Elphaba pushing back on tradition with insight (and a dragon clock); your targeted changes could bring balance back to the learning process. You don’t need a wand, just the willingness to act. Assessment isn’t useful until it leads to something better. This is where your teaching superpowers truly come into play.
Not sure how to make assessment work for you? Whether you need a sidekick, a consulting detective, or a little magic, email assessment@gccaz.edu.
#CurriculumThatCounts
Stay tuned for the last post in this 5-part series: R = Reassess, because as every witch, good or wicked, knows, it’s important to check to see if the instructional magic is making the impact intended.
