Learning outcomes will improve if students can learn at a pace that’s right for them.

Will learning outcomes improve if students can learn at a pace that’s right for them?

Even if certain students are given an endless amount of time, they may never master certain concepts. Certain concepts are less engaging for students. {Talk to learning scientists and a diverse group of teachers, school leaders, and students}

The product may have no impact on student outcomes.

Students should progress to the next educational concept only after they have fully mastered all previous concepts.

Can students only progress to the next concept after they have mastered all previous concepts?

Students can learn related concepts simultaneously. Students benefit from exposure, space, and then re-exposure to certain concepts. {Talk to learning scientists, teachers, and school leaders}

Some students may get stuck behind if they are unable to master a single topic. Can we give the teacher or student the ability to skip when appropriate? Can we flag this to the teacher in a timely manner?

We have correctly organized the progression of concepts in the order students should learn them.

Do we have the correct order of concepts in our learning pathways?

The progression of concepts differs for every student. Concepts are interrelated and can be learned orthogonally. {Test our order with students and teachers; hire an experienced curriculum designer who has worked with our target student population}

The product may not improve student outcomes.

We can effectively assess whether or not students have mastered a given concept.

Does our assessment effectively evaluate if a student has mastered the concept? How well?

Students may answer our questions incorrectly, but actually understand the concept. Students may answer our assessment correctly by chance, but not understand the concept. Students may not know how to use a computer, and so may not be able to demonstrate their mastery of the concept. The content in questions confuses students. The font is hard to read. Our reporting has a bug and reports student answers incorrectly. {Test our assessment methods against other forms of human assessment}

The product may not improve student outcomes, because the product will misdiagnose what content the student should be working on. Some students may fall behind or become disengaged.

Our set of pathways to concept mastery work equally well for all students, not just average students.

Do students of all races, abilities, and cultural, national, or linguistic backgrounds have the same mastery outcomes using our pathways?

Students of different backgrounds might master some concepts in a different order than others, especially if certain examples are inaccessible to them. {Test our content across multiple pathways with students of different races and check for different outcomes.}

Some students may learn less well if we limit pathway possibilities.

Our assessment methods work equally well for all students, not just average students.

Do students of all races, abilities, and cultural, national, or linguistic backgrounds have the same mastery outcomes using our assessment methods?

Some students may not be familiar with the terminology in our assessments and therefore miss questions even when they understand the concept. {Test assessment methods with students of different races and check for different outcomes.}

Some students advance more slowly than others or too quickly if our assessment methods work less well for certain types of students.