Transform one of your existing assignments into a tool for real learning — not just point-collecting.
This guide walks you through how to make your first mastery-based assessment in TeachFront, step by step.

1. Start with a familiar assignment

Choose something you already teach — an essay, a lab, a presentation, a project.
Ask: “What should students actually be able to do by the end of this?”
List 2–4 learning objectives using clear, observable verbs like analyze, design, or justify.

[screenshot: example of objectives in TeachFront interface]

2. Write criteria you can observe

Each objective needs a way to show evidence of understanding.

Example:

  • Objective: Analyze the causes of market shifts.
  • Criteria: Uses at least two credible data sources and connects trends to stakeholder impact.

These become the foundation for your mastery rubric — and make feedback specific instead of subjective.

[screenshot: mastery rubric with E–S–N–U levels]

3. Assign a mastery scale

In TeachFront, every objective is evaluated using mastery levels — typically Exemplary, Satisfactory, Not Yet, Unassessable (E–S–N–U).

Rather than averaging points, this scale captures where understanding stands and what improvement looks like.

[screenshot: assigning mastery scale to an objective]

4. Give feedback that moves learning forward

Feedback should answer: “What’s the next right fix?”

Instead of “Needs more detail,” try:

“Clarify how your evidence connects to your conclusion.”

Because TeachFront links feedback to specific objectives, students can act immediately — and you can reassess efficiently.

[screenshot: feedback sidebar with linked objectives]

5. Enable focused reassessment

Allow students to resubmit on one or two objectives only.
This keeps improvement targeted and protects your time.

Students learn to isolate the gap, apply feedback, and resubmit with purpose — not just to chase points.

[screenshot: student resubmission request interface]

6. Reflect and iterate

After the first run:

  • Which objectives were most often marked Not Yet?
  • Was feedback specific enough for students to act on?

Use that insight to refine objectives and clarify expectations for the next cycle.

Key takeaways

  • Start small — one assignment is enough to learn the flow.
  • Write objectives that describe what success looks like.
  • Use mastery levels to make growth visible.
  • Feedback should always connect to an objective.
  • Reassessment isn’t rework — it’s the loop where learning happens.

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