In the absence of any formal mechanism, it is up to individual teachers to explore how their students are, and are performing – their attitudes, skills and knowledge. There may be a diversity of approaches and motivations for building up this understanding. But what if we introduced formal tools for teachers to demonstrate their understanding of the class they teach.
The benefits are obvious. Teachers will get more connected with the needs of the students. They will be able to individually, and as a community, share more and glean more from patterns of observable behaviour.
This knowledge is tacitly maintained by teachers, but if they were to formalize it in terms of some frameworks, it would give a shared vocabulary for everyone concerned.