Check a test with a review checklist before turning it in
When to use this goal
For students whose present levels show tests turned in the moment the last item is done, with blanks, misread questions, and unlabeled answers. Fits any test with time to review.
- Baseline
- Observe the end of two or three tests: how long between the last item and turning it in? Under a minute means no review. Score the steps and compare with the kinds of errors on the returned test.
- Tips
- Score a step independent when done without adult prompting. Keep the checklist on a card the student can bring to any test. The review should take 3 to 5 minutes; teach the student to save that time.
- Limits
- Requires time left at the end; students who run out of time need pacing first (see ef-ss-013). Changing answers during review can hurt if the first instinct was right; teach changing only with a reason.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-012.
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Goal
By the annual IEP review date, after finishing the last item of a classroom test with time remaining, the student will complete the test review routine using a review checklist, performing at least 4 of 5 steps independently, on 4 of 5 consecutive tests, as measured by a task-analysis checklist collected each test or quiz.
Baseline: 1 of 5 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Study & Test-Taking Skills.
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 - Study & Test-Taking Skills
- Baseline
- 1 of 5 steps independently.
- Annual goal324 characters
- By the annual IEP review date, after finishing the last item of a classroom test with time remaining, the student will complete the test review routine using a review checklist, performing at least 4 of 5 steps independently, on 4 of 5 consecutive tests, as measured by a task-analysis checklist collected each test or quiz.
- Timeframe
- By the annual IEP review date
- Condition
- After finishing the last item of a classroom test with time remaining
- Behavior
- The student will complete the test review routine using a review checklist
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive tests
- Evaluation method
- A task-analysis checklist
- Schedule
- Each test or quiz
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive tests
- Collection schedule:
- each test or quiz
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after finishing the last item of a classroom test with time remaining, the student will complete the test review routine using a review checklist, performing at least 4 of 5 steps independently, on 4 of 5 consecutive tests, as measured by a task-analysis checklist collected each test or quiz.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Checks that every item has a response | ||||||||
| 2. Returns to any item marked as uncertain and makes a final choice | ||||||||
| 3. Rereads each short-answer question and checks the answer matches it | ||||||||
| 4. Checks that required work, labels, or units are shown | ||||||||
| 5. Checks name and date, then turns in the test | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 4 of 5).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.