• I’m a second grade language arts teacher who is committed to students writing well. Each year, my students write 1 journal entry.
• I’m a middle school Bible teacher who is committed to students memorizing God’s Word. Each year, my students memorize 2 verses.
• I’m a high school science teacher who is committed to students doing labs. Each year, my students do 2 labs.

1. How many assessments do you give each year? (Include things like daily work, presentations, projects, essays, and quizzes, and tests.)
2. How many of these assessments require students to connect what they study and what the Bible teaches?
3. What percentage of your assessments requires students to connect what they study and what the Bible teaches?
4. How committed are you really?

1. Give your students time in class to read your comments, review their rubric scores, and think about 1 thing they can do to make better connections.
2. Review your data and ask yourself, “How can I help my students make better connections?”

1. How many 4s, 3s, 2s, and 1s do I have?
2. What’s satisfying/unsatisfying about my data?
3. What can I do improve my Biblical perspective assessments?
4. What will I do?

1. I learned that doing devotions can help form my Biblical perspective in both my life and in essays.
2. Writing this essay really got me thinking. It scares me that so many people passively disregard human dignity. What's scarier is that I'm one of them.
3. I was able to acknowledge and see clearly how we so often do put others down to try to feel better about ourselves, but how that actually has the opposite effect. I re-learned once again that in God alone can we truly know (not only feel) that we are valuable.
4. A Christian perspective helps any essay bring its points to a satisfying conclusion.
5. I have known the words "human dignity” for really long but never knew what it truly meant till I had to write this essay.
6. I learned that we don't have to kill millions of people to disregard human dignity. It happens every day when we gossip or bully. 

• 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

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

1. Social Studies 6: Teach your classmates about the aspect of ancient Egyptian culture/history you researched. Show what the Bible teaches about it and how it connects to you.
2. Science 8: Give a five-minute presentation on a piece of electricity-related technology in which you present the electrical device, the science of how it works, and a response to the following questions: How has this device impacted society? What’s a Biblical perspective of that impact?
3. English 10: Compare/contrast how 2 characters from Alan Paton's Cry, the Beloved Country illuminate the Biblical concept of shalom and apply that to a current event or personal situation.

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?

 Geography helps us to learn more about where we live, where people around us live, and opens our eyes to where God has placed us. I believe it is very important to study geography especially since we are in a culturally diverse school. Learning geography helps us to build bridges with those around us. It opens ways and opportunities to understand where those around us have come from. It also shows us there is a bigger world out there, not just our own that revolves around school. Studying geography helps us see God's power and helps us through our lives.

• “Whether it is in the form of murder, bullying, or stealing, people are being treated with less dignity than they deserve....as Christians, we must honor one another as created in God's image and love both our neighbors and our oppressors.”
• “People always say that they want to make the world a better place, but they think too big or they don’t think at all or say that’s awful and sit and do nothing. But...one specific thing that I can do is to stop criticizing people...and…‘Love your neighbor as yourself’ (Mark 12.31, Matt. 22.39).”

1. Which parts of creation-fall-redemption-restoration do you tend to assess?
2. What are your student learning results?

1. How does assessment impact student learning?
2. How does assessment impact student application of creation-fall-redemption-restoration?
3. How does assessment of student application of creation-fall-redemption-restoration impact your teaching?
4. What helps you assess student application of creation-fall-redemption-restoration? What hinders you?

1. How can you use assessment to help your students better apply creation-fall-redemption-restoration?
2. What will you do?

• “Night changed my view of the sufferings of others and made me realize my sinful nature.” 
• “I am blessed. I cannot repeat that enough even to realize it myself. Reading Night shocked me, and it made me realize God’s presence in my life. Now that I am more exposed to this realization, I feel like I want to do more for God and His people.”
• “God does try to help the suffering people by sending his people to help. He uses His people….That means that God could choose me or anybody to help the suffering. All we have to do is be ready to help.”

1. “From now on, I will be quick to forgive....”
2. “In Alan Paton’s Cry, the Beloved Country there are characters from all walks of life—rich, poor, important, and unknown. However, they each do what is in their power to help restore the brokenness around them, and this is a powerful message for us today.”
3. “Each person’s actions lay a brick in the bridge we’re trying to build, the bridge we call shalom.”
4. “God is the ultimate source of shalom and without Him, nothing can be restored.... Jesus was crucified…to restore shalom, and He is the first Restorer. After He ascended to heaven, who was going to carry on His mission to restore shalom?…Christians.”

1. What is the Cultural Mandate? (2 points)
2. How is it rooted in who humans are as being made in the image of God? (4 points)
3. How is it connected to literature as part of creation? (4 points)
4. Give 3 examples of authors we read carrying out the Cultural Mandate (15 points).

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?

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

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!

1. How many 4s, 3s, 2s, and 1s do I have?
2. What satisfies/concerns me about the data?
3. Which items would it be helpful to learn more about?
4. What will I do?

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. Tutorial: Use assessment to help students understand and apply a Biblical perspective
4. Use assessment
5. To learn more about using assessment, explore these 12 questions

1. Prompt: Trace one part of God’s creation (music, animals, our intellect, families, etc.) through its creation, fall, redemption, and restoration.