Rate confidence on each quiz item
When to use this goal
For students whose sense of how they did on a test is far from the result, so they do not know what to study. Fits regular quizzes with scored items. Present levels decide the quiz length.
- Baseline
- On two quizzes, have the student mark sure or unsure without coaching. After scoring, count marks that match the result. Notice the pattern: many sure-but-wrong marks point to rushing; many unsure-but-right marks point to low confidence.
- Tips
- Each item is scored as a match or not. The list of unsure items becomes the study list, so the goal feeds directly into test preparation (see ef-ss templates). Share the pattern with the student; it is often more useful than the score.
- Limits
- Guessed items that happen to be right muddy the match rate. Needs scored quizzes returned quickly. Not a measure of content learning.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-033.
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Goal
By the annual IEP review date, while taking a 10- to 20-item unit quiz, with a sure or unsure column beside each item, the student will mark each answer as sure or unsure, then review the marks against the scored quiz and list the unsure items to study independently with at least 80% accuracy on confidence marks that match the scored result (sure and correct, or unsure and incorrect), on 3 of 4 consecutive quizzes, as measured by work-sample analysis collected each unit quiz.
Baseline: 50% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Self-Monitoring.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Executive Function - Self-Monitoring
- Baseline
- 50% accuracy.
- Annual goal480 characters
- By the annual IEP review date, while taking a 10- to 20-item unit quiz, with a sure or unsure column beside each item, the student will mark each answer as sure or unsure, then review the marks against the scored quiz and list the unsure items to study independently with at least 80% accuracy on confidence marks that match the scored result (sure and correct, or unsure and incorrect), on 3 of 4 consecutive quizzes, as measured by work-sample analysis collected each unit quiz.
- Timeframe
- By the annual IEP review date
- Condition
- While taking a 10- to 20-item unit quiz, with a sure or unsure column beside each item
- Behavior
- The student will mark each answer as sure or unsure, then review the marks against the scored quiz and list the unsure items to study independently
- Criteria
- With at least 80% accuracy on confidence marks that match the scored result (sure and correct, or unsure and incorrect), on 3 of 4 consecutive quizzes
- Evaluation method
- Work-sample analysis
- Schedule
- Each unit quiz
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on confidence marks that match the scored result (sure and correct, or unsure and incorrect)
- Mastery rule:
- on 3 of 4 consecutive quizzes
- Collection schedule:
- each unit quiz
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, while taking a 10- to 20-item unit quiz, with a sure or unsure column beside each item, the student will mark each answer as sure or unsure, then review the marks against the scored quiz and list the unsure items to study independently with at least 80% accuracy on confidence marks that match the scored result (sure and correct, or unsure and incorrect), on 3 of 4 consecutive quizzes, as measured by work-sample analysis collected each unit quiz.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.