Assessment helps your students learn. Assessment can also help your students connect God’s world and Word. Watch this video to learn 5 things about using assessment:




Want to work with your colleagues to better use assessment? If so, then purchase Use Assessment (US$25), a discussion-based kit with 7 sessions.
 
These 7 sessions will help you…

• Evaluate and improve your use of assessment to help your students connect God’s world and Word.
• Analyze and explain how assessment can help your students connect God’s world and Word.
• Identify and explain what types of assessment can help your students connect God’s world and Word.
• Make one assessment even better.
• Prepare your students for and give an assessment that requires your students to connect God’s world and Word.
• Use your assessment data to help your students connect God’s world and Word.
• Increase your commitment to using assessment to help your students connect God’s world and Word

Download a sample session.

Purchase Use Assessment (US$25). This kit is 1 of a 4-part series:

1. Help Your Students Connect God’s World and Word
2. Use Assessment
3. Use Questions
4. Meet Student Learning Needs

To get an idea of how you can more effectively use assessment to help your students connect what they study and what the Bible teaches, complete the following self-assessment for 1 class you teach: ___________________ (name of class). Next, use your self-assessment data to develop action plans.
 
Rate each statement below. Use the following scale: 4 Strongly Agree • 3 Agree • 2 Disagree • 1 Strongly Disagree
 
___ My assessments require my students to connect what they study and what the Bible teaches.
___ My assessments require my students to connect what they study, what the Bible teaches, and their lives.
___ My Biblical perspective assessments are exemplary assessments.
___ I use my Biblical perspective assessment data to help my students better connect what they study and what the Bible teaches.
___ I am committed to using assessment to help my students connect what they study and what the Bible teaches.
 
Now, ask yourself 4 questions about the data:

1. How many 4s, 3s, 2s, and 1s do I have?
2. What excites/concerns me about my data?
3. What can I do to more effectively use assessment to help my students connect what they study and what the Bible teaches?
4. What will I do?

Use assessment to help your students connect what they study and what the Bible teaches. Today.
 
*Here are additional resources that can help you use assessment to target Biblical perspective:
Tutorials
Videos
Self-assessments
Testimonials

You want your students to apply a Biblical perspective to what they study. You’ve heard that assessment can help. So, you want to learn more. Good.

Question: How can you learn more about using assessment?

Answer: By exploring the following list of 12 questions.

1. How does assessment impact student learning?
2. What type of assessment can you use?
3. What makes a good assessment good?
4. How good is your assessment?
5. How can you make your assessment even better?
6. How proficiently do you want your students to use a Biblical perspective?
7. How much practice do your students need?
8. What makes a good rubric good?
9. How can you use a rubric?
10. How can you use assessment data?
11. What's your vision for using assessment?
12. How committed are you to having your students apply a Biblical perspective to what they learn?

Remember: The real question isn't "How can you learn more about using assessment?" The real question is "How will you use assessment help your students apply a Biblical perspective to what they study?”


Additional resources:

1. Videos: Teach and assess Biblical perspective, Biblical perspective assessment helps, Assessment helps students value and get proficient at Biblical perspective,
2. Teacher testimonials regarding using assessment
3. Self-assessment: To get started with using assessment, take this self-assessment
4. Tutorial: Use assessment to help students understand and apply a Biblical perspective
5. Use assessment

You want to use assessment to help your students develop a Biblical worldview. You want to use assessment to help your students connect what they study, the Bible, and their lives. Good. Just make sure your assessment is a good assessment.

1. Question: How good is your assessment?
2. Answer: To answer that question, consider the following 5 questions:

1. To what extent is your assessment Student-friendly in terms of vocabulary and length (75 words or less)? Your assessment needs to be student-friendly because students are taking the assessment. Your assessment doesn’t need to be teacher-friendly because the teacher isn’t taking the assessment. What do I mean by teacher friendly? I mean the prompt is written for the teacher. I’ve seen prompts only the teacher could really understand—500 words with no clear point.
2. To what extent does your assessment require your students to Connect content/skills, Biblical principle(s), and life? Don't give an assessment that leaves things disconnected. That’s like putting chocolate chip cookie ingredients (flour, sugar, butter, eggs, vanilla, and chocolate chips) in a bowl, but not stirring them together to make dough. Which would you rather eat: chocolate chip cookie dough or unmixed ingredients?
3. To what extent does your assessment give Opportunities for student choice, as appropriate? Giving your students the opportunity to make choices unleashes student learning and potential. I’ve seen this repeatedly. So have you.
4. To what extent is your assessment Rigorous?A rigorous assessment inspires student learning. In my experience, students enjoy challenging assessments and don’t enjoy easy assessments.
5. To what extent is your assessment Even worthy of being taught to? Prepare your students by teaching to the assessment. Just make sure your assessment is actually worthy of being taught to!

Use assessment to help your students develop a Biblical worldview. Give them a good assessment. Today.

Deep down, we know our real level of commitment is best demonstrated by our practice. So, we know that the real commitment level of the following teachers is not high:

• I’m an elementary Bible teacher who is committed to students memorizing God’s Word. Each year, my students memorize 2 verses.
  
• I’m a high school English teacher who is committed to students being effective writers. Each year, my students write 2 essays.
  
• I’m a middle school science teacher who is committed to students doing labs. Each year, my students do 2 labs.

In Christian education, we want students to love God with their minds, to apply a Biblical perspective to what they learn.

Question: How committed are you to having your students apply a Biblical perspective to what they learn?

Answer: How many Biblical perspective assessments do you give?

Raise your real commitment level. Give more Biblical perspective assessments. Today.

You can use assessment data to improve student learning. Here are 4 ways to do this:

1. Give each student his/her assessment data. Provide students with class time to reflect on the data and to write down 1-2 action steps they want to take to improve their performance.
   
2. Use the data to modify your unit plans.
   
3. Talk about common assessment data with teachers at your grade level and/or in your academic department. Collaboratively develop a team action plan for improving student learning.
   
4. As a faculty, tabulate assessment data in terms of schoolwide outcomes. Use the tabulated data for setting learning targets for increasing student achievement of the schoolwide outcomes.

Use assessment data to improve student learning. Today.

You want to help your students increase their understanding and application of a Biblical perspective. Using a rubric can help. How?

1. Use a rubric to clarify expectations: When assigning a Biblical perspective assessment, review the rubric with your students. This will help your students better understand your expectations.
   
   
2. Use a rubric to provide feedback: Make a copy of the rubric for each student. Use the rubric to score the assessment, marking on the rubric to indicate how each student is performing. When returning the assessment, give each student a marked-up rubric. (Before returning the rubric, tabulate overall class performance for each rubric line to determine how many students performed above, at, or below standard.)
   
   
3. Use assessment data to increase learning. Ask each student to use his/her assessment data to develop an action step for increasing understanding and application of a Biblical perspective. For yourself, use the assessment data to modify your instruction.

Use a rubric on your next Biblical perspective assessment.

Feedback—you know it helps increase student learning. You know it can help your students increase their understanding and application of a biblical perspective. And you know that feedback can help you effectively modify your instruction to help your students increase their understanding and application of a biblical perspective.

A rubric is a good tool for providing feedback for students and for yourself. Why? Because a rubric provides specific feedback on student performance. I encourage you to use a rubric when assessing your students’ performance on a biblical perspective assessment. (And I encourage you to show your students the rubric before you give the assessment. Student learning increases when performance expectations are clear—rubrics help you make your expectations clear.)

Your task: Develop a good rubric so you can use a good rubric.

Your question: “What makes a good rubric good?”

My answer:
(1) A good rubric has criteria that…

• Are linked to standards and student objectives
  
• Are logically ordered (if applicable)
  
• Are written in clear, concise, student-friendly language
  
• Are defined by 5 levels of descriptors (Level 5 = exemplary, Level 3 = meeting the standard, Level 1 = Poor)

(2) A good rubric has descriptors that…

• Are evenly graduated from Level 5 to Level 1
  
• Are measurable
  
• Are written in clear, concise, student-friendly language
  
• Identify what the student does (not what the student doesn't do or what the student is missing)
  
• Include elements that are present at all levels and in the same order
  
• Can be used by teachers effectively and efficiently to assess student learning

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Here’s a part of a high school writing rubric that is being piloted. The 2 criteria below target understanding and application of a biblical perspective:

Criteria 1: Biblical perspective content
5: Significantly beyond the obvious
4: Beyond the obvious
3: Basic, addresses the obvious
2: Limited, does not fully address the obvious
1: Lacking, hardly addresses the obvious

Criteria 2: Application of biblical perspective to course content
5: Original
4: Thoughtful
3: Predictable
2: Weak or erroneous
1: Lacking

An English 10 teacher, who uses the rubric, says, “The rubric is useful. I find that using it helps me assess more consistently. My students like the rubric because it tells them how they did and what they need to do to improve. Using rubrics helps my students increase their understanding and application of a biblical perspective.”

Develop a good rubric. Then use it.

Gary (high school English teacher) has asked Michael (director of school improvement) for coaching. Gary wants to get a more specific answer to his own question “How proficiently do I want my students to use a biblical perspective?” Seated at desks in Gary’s classroom, they have just started talking.

Gary: Thanks for coming today. I’ve been thinking about our recent inservices on helping students understand and use a biblical perspective. I’ve really enjoyed the inservices. I’ve started asking my students questions like “What’s wrong with the world?” and “Who is my neighbor?” The discussions are really good—kids are connecting course content, their lives, and a biblical perspective.

And I’ve started designing and giving unit assessments that fit these questions. For example, for the last essay, I used the following prompt:

In an essay (700-100 words) reflect on the power and prevalence of stereotyping, prejudice, and discrimination; how are Christians to think about and respond to them? Support your answer from literature, history, current events, your experience, and the Bible. Be sure to:

1. Describe power and prevalence of stereotyping, prejudice, and discrimination with examples, including at least 2 quotations from Night.
2. Analyze the biblical principles regarding how God intends for people to treat other people, using at least 3 quotations from the Bible.
3. Give at least 1 general action people can take and 1 specific thing you can do.

Michael: You’ve made real progress on implementing what you learned from the inservice meetings. Good.

Gary: Yeah, I’m feeling pretty good about the results. And here’s a sample of what one student wrote on a recent short-answer test question for a unit on discrimination: “Discrimination, prejudice, etc., is wrong. No one has any right to decide they’re better than others. Although I don’t go around killing people from a single race, by disliking people, I’m dishonoring God because that person is made in God’s image.”

I really want my students to be able to apply a biblical perspective to course content. I think I could help them more effectively if I had a clearer understanding of how proficiently I want my students to use a biblical perspective. The inservices were about getting students to apply a biblical perspective to course content. I want to take it a step further and define a goal of some sort regarding the proficiency with which I want them to apply a biblical perspective. Having a goal will help me focus efforts.

Michael: Well, with what level of proficiency do you want your students to apply a biblical perspective?

Gary: Let me think about that… My overall goal is for my students to apply to a biblical perspective to the course content they have learned. To be honest, my goal used to be having kids learn course content. So, since applying a biblical perspective is now my goal, I want my students to do as well at applying a biblical perspective as they do on their essays, projects, presentations, and the AP English test.

Michael: Tell me more about that.

Gary: I want my students’ use of a biblical perspective to be automatic. Being educated involves being able to do some things automatically. You know, typing the correct letters on the keyboard, knowing when to go left in a basketball game, using the writing process when doing an essay, knowing that 5 X 5 = 25. Using a biblical perspective should be automatic.

Michael: So you want your students’ application of a biblical perspective to be automatic.

Gary: Yes. It should be efficient and effective. My students need to be proficient. Their scores for biblical perspective application need to be at or above standard. The scores should be based on rigorous assessments. On a variety of assessments. Like essays, projects, and presentations.

Michael: You want your students to apply a biblical perspective efficiently and effectively on a variety of rigorous assessments.

Gary: Yes. That sort of puts it all together. But I need something more definite. More specific.

Michael: How will you know if you are achieving this goal?

Gary: Good question. What I have so far isn’t very measurable. I think having a measurable goal would help me answer my question. I think I need to set a learning target that includes the percentage of my students I want to be at or above standard. You know, C or above.

Michael: What criteria will you use to set that percentage?

Gary: Overall, my students do pretty well. Class average is about a B+. About 90% of them will attend college. It’d be great if 100% of my students could meet the standard (you know, get a C) on applying a biblical perspective. But I think that’s shooting a little high. So, I think I’ll go for 90% of my students scoring at or above standard on applying a biblical perspective. I’ll base their scores on 3 types of assessment—projects, presentations, and essays.

That’s a good place to start. I can change the goal later if I need to. I probably need to do it a bit, collect the data, and decide if the goal needs to be revised.

Michael: How do you feel about your goal now?

Gary: Seems clearer, now that I’ve added a percentage. And now that I’ve added the 3 assessments I’ll use. Seems clearer.

Michael: Earlier you asked, “How proficiently do I want my students to use a biblical perspective?” To what extent have you answered your question?

Gary: I think I have a pretty good answer. Knowing the percentage and the types of assessments will help me focus my efforts. Might be a good idea to set a schoowide goal about this. But right now, I need to figure out how to work on my goal. A good place to start might be developing rubrics for the assessments. I’ve already got a rubric for essays. I need to add a section on applying a biblical perspective. Then when I assess the essays, I can pull out the data and see how my students are doing.

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Make your own goal:

_____ % of my students will be at/above standard on applying a biblical perspective, scores being taken from the following assessments: ____.

Take action on your goal. Today.

You’ve done it! You’ve developed a biblical perspective assessment that meets the following 4 criteria:

1. Connects course content and a biblical perspective or (preferably) course content, your students’ lives, and a biblical perspective
   
2. Assesses student learning
   
3. Is worthy of being taught to
   
4. Requires upper-level thinking

Your new goal: To make your assessment even better. You want your assessment to be a showcase assessment.

Your question: “So, how can I make my assessment even better?”

My response: Before I answer your question, take 1 minute and try to answer your own question. What are 3 things you could do to make your assessment even better? Do this right now.

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Good. Now that you’ve identified 3 things you could do to make your assessment even better, please keep reading.

Here are 6 actions you can take to make your biblical perspective assessment even better:

1. Invite a colleague to use the 4 characteristics to check it and to provide input in terms of wording and format. Collaborating will help get your assessment refined to a level that is usually reached after giving the assessment to students once or twice.
   
2. Design the assessment to allow students to make choices about content and format. Student engagement increases when students make choices. How can you do this? When having students work on a project, have them make choices about the topic, relevant life experiences, and format (poster, model, diorama).
   
3. Design the assessment so the audience is outside the classroom. For example, have students write a letter to the editor regarding a biblical perspective of a social issue or give a presentation to parents regarding a biblical perspective of current movies and music.
   
4. Take the assessment yourself, use your findings to revise the assessment, and then give it to your students. Taking the assessment gives you first-hand experience with the prompt—with the clarity, precision, and feasibility of the prompt.
   
5. Finalize the assessment before you start the unit. If you do this, you will be able to design instruction to target the assessment. For example, if the assessment is a project, you might use cooperative grouping, Venn diagrams, and reflective writing; if the assessment is a presentation, you might use discussion, direct instruction in presentation skills, and drill and practice.
   
6. At the start of the unit (or when appropriate), tell your students what the assessment is and how you are going to prepare them for it, show them the rubric so they understand the expectations, and show them appropriate samples so they know what good work looks like.

My question: You identified 3 actions, and I identified 6 actions—which action step are you going to take today to make your assessment even better?

Your answer: I’m going to _______________________________________________.

My response: Taking this action will move you toward achieving your vision—each of your students proficiently applying a biblical perspective to course content.

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Kim Essenburg, English teacher at Christian Academy in Japan, Christian Reformed World Missions

It used to take me several years to develop a good biblical perspective assessment. But I’ve discovered that when I invite a colleague to review my assessments and when I take the assessments myself, I’m able to develop good assessments in 1 year.

Using assessments can help your students increase their application of a biblical perspective to course content, particularly if the assessments are good assessments. So, what makes a good assessment good?

Before I answer that question, please identify 3-4 characteristics of a good assessment. Please do this right now. Before reading any more….

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Good. Now that you have identified 3-4 characteristics of a good assessment, keep reading.

Shortest answer: CAWR (Welsh for “giant”)

Shorter answer:

1. Connect
   
2. Assess
   
3. Worthy
   
4. Require

Short answer:

1. Connect course content and a biblical perspective or (preferably) course content, their lives, and a biblical perspective
   
2. Assess student learning
   
3. Worthy of being taught to
   
4. Require upper-level thinking

Longer answer:
(1) Connect: An effective biblical perspective assessment requires students to connect course content and a biblical perspective or (preferably) course content, their lives, and a biblical perspective. (Please remember that connecting course content and a biblical perspective does not mean having students develop object lessons or associate Bible verses with a topic.)

What does this look like in Social Studies 5? Write a one-page essay about the following: Based on what the Bible teaches about war, would you have fought in the Revolutionary War on the side of the colonists? In your answer, explain what the Bible teaches (cite two Bible verses). Next, use what the Bible teaches to evaluate reasons colonists fought in the war. Conclude with what you would do and why.

(2) Assess: An effective biblical perspective assessment assesses student learning—not student faith. Students are sensitive to this and may feel that being assessed on how well they can use a biblical perspective means being assessed on how good a Christian they are.

To address this, design assessments that assess how well a student can apply a biblical perspective of money—not if they are committed honoring Jesus by implementing it. Or design an assessment in which a student has to explain the plan of salvation to a hypothetical person—not the extent to which the student is committed to Jesus.

This is similar to how other assessments are handled. For example, if a student does a 12-minute run for a fitness test, the score is not affected by the degree to which the student is committed to running. If a student takes a reading test, the score is not affected by the degree to which the student is committed to reading. Assessment should assess learning, not motivation.

Assessing student learning also means assessing what was taught—another way to make clear to students that their faith is not being assessed. Target teaching valued-added content, which includes new content and/or connections between course content and a biblical perspective.

For example, teach students the just war theory and ask them to apply it to a war that they studied in class. Teach students about what it means to be created in God’s image and have them apply this to substance abuse issues studied in class. (See sidebar “Being Christian Does Not Equal Being Proficient.”)

(3) Worthy: An effective biblical perspective assessment is worthy of being taught to. With an effective assessment, there is no danger of over-teaching to the assessment—just like there is no danger of over-teaching to a band concert, an Advanced Placement test, or a basketball game.

Our seniors, for example, give a 30-minute presentation of an analysis of and biblical response to a social issue—we teach to this assessment and we find that we cannot over-teach to this assessment.

(4) Rigorous: An effective biblical perspective assessment is rigorous. It’s challenging, engaging, and requires appropriate thinking levels. Biblical perspective assessments should be showcase assessments.

For example: Write a 750-word reflection on the power and prevalence of stereotyping, prejudice, and discrimination, and how Christians are to think about and respond to them. Support your answer from literature, history, current events, your experience, and the Bible. In your essay, be sure to include at least two quotations from Night, an analysis of the biblical principles of how God intends for people to treat other people (using at least three quotations from the Bible), and at least one general action people can take and one specific thing you can do.

Knowledge: You know that assessment can help your students increase their application of a biblical perspective to course content.

Vision: You are committed to achieving the vision—every student in every class proficiently applying a biblical perspective to course content.

Action: You want to act. You want to design and give your students an effective assessment.

Question: You ask, “What type of assessment can I use?”

Your answer: Before I respond to your question, please identify 3 types of assessment you could use. Right now. Please stop reading and identify 3 types of assessment.

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Good. Now that you’ve identified 3 types of assessment, keep reading.

My answer: Here are 4 types of assessment you can use—presentations, projects, tests, and writing. You can use these types of assessment to help your students increase their application of a biblical perspective to course content. At Christian Academy in Japan, for example, departments use the following types of assessment:

• Art: writing
  
• Bible: presentations
  
• Computer: projects
  
• English: tests, writing
  
• ESL: writing
  
• Math: projects
  
• Music: tests
  
• Social Studies: presentations, tests
  
• Science: writing

What might a given type of assessment look like? Here are 7 examples:

1. Presentation in English 8: Using a book that you’ve already read for independent reading this year, prepare a 2- to 3-minute presentation in which you give an exciting introduction to the plot, a brief explanation of the conflict and theme, a biblical perspective of the conflict and theme (including how the book shows “taking a stand”), and a satisfying conclusion.
   
2. Project in Math 8: Mr. Hall wants to buy an Apple computer and does not have enough money to pay up front. As Mr. Hall’s financial adviser, develop a poster that outlines what he payment plan your recommend that he should use. The poster should include a spreadsheet analysis that explains a credit card payment plan, the Apple credit account plan, and the Apple education lease plan. The poster should include your recommendation of payment plan Mr. Hall should choose and an explanation of how you used a biblical perspective to arrive at this recommendation, giving at least 1 Bible reference. (Use the biblical perspective of wealth and material goods we studied in class.)
   
3. Project in Science 9: Use three carbon footprint calculators to estimate your family’s and your greenhouse gas emissions and compare your results with national averages. In the context of using your learning to care for God’s creation, identify three ways to reduce your carbon footprint. Next, make an A3-size poster that shows what you learned, including your calculations for greenhouse gas emissions, a graph of your personal footprint, and a written explanation of a biblical perspective on why Christians should be concerned about the size of their carbon footprint and three or more steps you are taking or could take to reduce the size of your carbon footprint.
   
4. Test in English 10: (Short Answer) In this unit we studied “What’s the significance of words?” In a well-written paragraph, answer the question. In your paragraph, refer to 2 authors studied and the biblical perspective lesson we did.
   
5. Writing in Science 2: Write a 1–2 paragraph report about a dinosaur of your choice. Include where the dinosaur lived, when it lived, what it ate, what it looked like, its size, how it got its name, who found it, and any other interesting facts you found. Give three examples of how your dinosaur shows God’s creativity and power.
   
6. Writing in Social Studies 5: Write a one-page essay about the following: Based on what the Bible teaches about war, would you have fought in the Revolutionary War on the side of the colonists? In your answer, explain what the Bible teaches (cite two Bible verses). Next, use what the Bible teaches to evaluate reasons colonists fought in the war. Conclude with what you would do and why.
   
7. Writing in English 10: Write a 1000-word essay to answer the following questions: Who are you? How does knowing who you are help you love your neighbor and/or heal what’s wrong in the world? In your answer use first-person, use six quotations (three from the literature studied in class and three from the Bible) and cite a minimum of seven sources (including works of literature, the Bible, and a dictionary of theology).

Take action: You know assessment can help your students. You are committed to the vision of your students using a biblical perspective. You want to take action, and you now have several answers to your question, “What type of assessment can I use?”

Take action. Now. Determine the type of assessment you will use. Develop an assessment. Prepare your students for the assessment. Give your students the assessment. Completing an effective assessment helps your students

You know.

You know the following 5 statements are true:

1. Writing essays helps your students improve their writing.
   
2. Singing in concerts helps your students improve their singing.
   
3. Giving presentations helps your students improve their presentation skills.
   
4. Playing basketball games helps your students improve their basketball skills.
   
5. Performing in plays helps your students improve their acting.

Why am I telling you this? Here’s why:

• Essays, concerts, presentations, games, and plays help your students improve.
  
• Essays, concerts, presentations, games, and plays are forms of assessment.
  
• Assessment helps your students improve.

Connection: Assessment helps your students improve their use of a biblical perspective. That’s right. Your students will improve their use of a biblical perspective as they complete rigorous assessments that require them to connect course content, their lives, and a biblical perspective.

Ask yourself, “If my students completed an assessment in each unit like those listed below, how would that affect their proficiency?”

• Science 2: Write a 1–2 paragraph report about a dinosaur of your choice. Include where the dinosaur lived, when it lived, what it ate, what it looked like, its size, how it got its name, who found it, and any other interesting facts you found. Give three examples of how your dinosaur shows God’s creativity and power.
  
• Math 6: Construct a model of the solar system that accurately represents planet size and planet distance from the sun. Next, write a paragraph in response to the following question: What does math have to with God’s world? In your paragraph, make three connections between the biblical truths we studied in class and the model you made. Include quotations from two Bible passages.
  
• English 10: Write a 1000-word essay to answer the following two questions: Who are you? How does knowing who you are help you love your neighbor and/or heal what’s wrong in the world? In your answer use first-person, use six quotations (three from the literature studied in class and three from the Bible) and cite a minimum of seven sources (including works of literature, the Bible, and a Bible dictionary).

Now you know. Assessment helps your students improve their use of a biblical perspective of course content. Use assessment to help your students. Today.

Being educated involves being able to do some things automatically. For example:

• Typing the correct letters on the keyboard
  
• Knowing when to go left in a basketball game
  
• Reciting John 3:16
  
• Using the writing process when doing an essay
  
• Speaking with appropriate volume and pace
  
• Knowing that 5 X 5 = 25
  
• Spelling words correctly

How much practice does a student need before she can do the above?

Being educated at a Christian school involves being able to do some things automatically. For example, using a biblical perspective:

• How much practice do your students need to “automatically” use a biblical perspective of course content in a given subject?
  
• How much practice do your students currently receive?
  
• What will you do to close the gap between how much practice students need and how much practice students get?

Imagine.

Every student, in every class—proficiently demonstrating an understanding and/or use of a biblical perspective to complete an assessment.

Imagine.

If this happened...

• How would this affect your students' understanding of the importance of looking at all of life through the lens of Scripture?
  
• How would this affect your students' ability to impact the world for Christ?
  
• How would current parents respond?
  
• How would parents considering sending their children to your school respond?
  
• How would staff at your school respond?
  
• How would your board respond?
  
• How would this affect the achievement of your school's outcomes and mission?

Just imagine.

What are you willing to do to make this a reality?

• On a scale of 1-10 (10 being high), how committed are you to this? (How committed is God to having students at Christian school proficiently applying a biblical perspective on course content?)
  
• If you said 8 or less, what would it take for you to say 9 or 10?