The teacher administered a diagnostic exam at the beginning of the year and attempts to successfully administer assessments. However, many weeks she is unable to assess all of her students (i.e., "Most weeks I don't get to review all of my students’ work twice. Sometimes, I don't even get to assess students once.").

Despite the teacher’s attempts, she does not grade "efficiently so that students are aware of their performance." The teacher reports that she struggles with translating her index card system into meaningful grades on her tracking spreadsheet (i.e., "I think I'm still struggling with how to translate this stack of cards into my excel spreadsheet that tracks students’ progress on each objective in a meaningful or efficient way.").

She also reported that, although she gives students immediate feedback when she first assesses them, many of her students are not aware of their performance in the class overall (i.e., "I give them immediate feedback when I work with them during the week, so they always know their assessment scores. However, I'm not sure if my students have more of a big picture idea of how they're doing in my class. Several of them seemed pretty surprised by their mid-marking period grades when I sent reports home, especially my lower-performing students. I don't think that they always are able to infer their grades from my weekly feedback on their work. But I do tell them at the time whether or not they're achieving proficiency on our objectives.").

Despite the teacher’s attempts, she does not "tracks student performance periodically." The teacher only tracks students’ performance at the middle and the end of each quarter. If she were tracking students’ performance periodically she would be entering their grades into her tracking system after diagnostics and at the end of each unit, at a minimum.