Correct missed test items and explain each error
When to use this goal
For students whose present levels show returned tests filed away without review, so the same errors repeat. Fits classes that allow test corrections.
- Baseline
- Give a corrections form with the next returned test and count missed items that got a correct answer and a real reason (not I guessed). Check that the student has access to notes or the text to find correct answers.
- Tips
- The denominator is the number of missed items; an item counts when the new answer is correct and the explanation names the error (misread the question, mixed up two terms, did not study that section). Teachers who give partial credit for corrections make this goal easier to keep going.
- Limits
- Depends on teachers returning tests and allowing corrections. Explanations can be formulaic; read a few aloud with the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-019.
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Goal
By the annual IEP review date, given a returned test with marked errors and a corrections form, the student will write the correct answer and a one-sentence reason for the original error on each missed item independently with at least 90% accuracy on missed items corrected with an explanation, on 3 consecutive returned tests, as measured by work-sample analysis collected each returned test.
Baseline: 30% 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 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
- 30% accuracy.
- Annual goal393 characters
- By the annual IEP review date, given a returned test with marked errors and a corrections form, the student will write the correct answer and a one-sentence reason for the original error on each missed item independently with at least 90% accuracy on missed items corrected with an explanation, on 3 consecutive returned tests, as measured by work-sample analysis collected each returned test.
- Timeframe
- By the annual IEP review date
- Condition
- Given a returned test with marked errors and a corrections form
- Behavior
- The student will write the correct answer and a one-sentence reason for the original error on each missed item independently
- Criteria
- With at least 90% accuracy on missed items corrected with an explanation, on 3 consecutive returned tests
- Evaluation method
- Work-sample analysis
- Schedule
- Each returned test
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 90% accuracy on missed items corrected with an explanation
- Mastery rule:
- on 3 consecutive returned tests
- Collection schedule:
- each returned test
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a returned test with marked errors and a corrections form, the student will write the correct answer and a one-sentence reason for the original error on each missed item independently with at least 90% accuracy on missed items corrected with an explanation, on 3 consecutive returned tests, as measured by work-sample analysis collected each returned test.
| 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.