Well along a student-powered improvement journey

To process your assessment results as a team:

1. Set the tone. Ensure agreements are in place for an open, honest conversation.
2. Individually review results. Take a few minutes to review and reflect on the team’s responses.
3. Report results. Each person shows or visually reports their results to one another: At the start, Early on, Moving along, Well along.
4. Describe results. Without moving to explanation or discussion, describe what you see across responses: What is the same and what is different?
5. Interpret results. Suggested prompts include:
   1. What perspectives and identities did we each bring to this assessment? For example: role, race, gender, experience?
   2. How did our perspectives and identities shape how we answered questions?
   3. Why do we think we got these results?
   4. Are we surprised by the results? Do we agree with the results?
   5. If we took the assessment again in a year, what results would we hope to see?
6. Keep going. Move to the next step.

To process your assessment results as an individual, consider:

1. What perspectives and identities did I bring to this assessment? (For example: role, race, gender, experience?)
2. How did my perspectives and identities shape how I answered questions?
3. Am I surprised by the results? Do I agree with the results?
4. Are there other adults and students who could take this assessment to compare results among people with different perspectives and identities?

• What examples of student-powered improvement are we most proud of?
• What have we learned? 
• What can we build on? 
• How have we attended to the Guiding Principles of student-powered improvement? 

Read the overview of the six Guiding Principles of student-powered improvement. Then, complete the self-guiding learning courses for two of the guiding principles: 

Care, Truth, and Hope 

Reimagine Power and Privilege 

The content of each course includes opportunities to learn, reflect, and try different strategies. 

• Where else could student-powered improvement help co-create better systems?
• How might you motivate and support others to do this work?
• Who else needs to be involved?
• How might you recruit more students?