When students read below grade level, traditional assessments often measure their reading ability rather than their instructional content knowledge. If we want an accurate picture of what a student knows about the subject being taught, we must “decouple” the assessment of content from the mechanical act of reading and writing. Remove the barrier.

Learning outcomes clearly define what a student should know, understand, or be able to do by the end of a course, grade level, or program. They shift the focus from merely teaching content to ensuring observable and measurable mastery of that content. When outcomes are clear, they support both educators in designing effective instruction and assessment and students in understanding the learning goal.

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