What changes when we design for the thinking behind the work?

Redesigned experience

Students develop an initial interpretation, discuss a competing interpretation, and revise their response. They identify one idea they reconsidered and explain what influenced their decision.

Evidence of learning

The teacher can examine the student's use of evidence, response to another perspective, and reasoning behind a revision.

Redesigned experience

Students develop a position and supporting evidence before receiving feedback. Where school policy permits, AI can act as a skeptical reader that asks questions about the argument.

Students evaluate that feedback, decide what merits revision, and explain one suggestion they accepted and one they rejected.

Evidence of learning

The assessment includes the argument, the student's evaluation of feedback, and the reasoning behind changes.

Redesigned experience

Students investigate a consequential decision their figure faced. They compare sources, examine context and competing perspectives, and develop a museum exhibit that explains their interpretation.

During a live conversation, students respond to visitors' questions and explain where the historical evidence is clear, uncertain, or contested.

Evidence of learning

Source notes, interpretive decisions, and responses to questions help reveal the understanding behind the exhibit.

Redesigned experience

Students begin by observing and listening. They identify a need, seek input from people affected, develop a prototype, and test it.

They document how feedback changes their design and explain the tradeoffs behind their final decisions.

Evidence of learning

Stakeholder input, design iterations, collaboration, and reflection become part of the assessment alongside the proposed solution.