benchmark comprehensive assessment plan

Details:

For this benchmark assignment, based on data gathered from your class profile, and in working with your mentor teacher, select a strand, cluster, and set of standards appropriate for the grade level and content area of your practicum placement.  From this information, you will create an original, comprehensive assessment plan. 

Part 1: Assessment Plan Summary

In creating the assessment plan, include an introduction that provides a 250-500 word summary of a 3-5 day unit of study to contextualize your assessments. Your summary should include:

  1. Learning targets/objectives that are aligned with your standards and consistent with the unit of study that you have summarized.
  2. Instructional strategies that are appropriate and effective in promoting student achievement of the learning objective.
  3. Targeted reasoning skills to be measured that are aligned with your standards and consistent with the unit of study that you have summarized.
  4. The different ways a student can demonstrate knowledge and skill attainment.
  5. The needed tools and resources to develop these skills in the content area.
  6. Academic language for the unit of study, including key vocabulary, form, and function.
  7. Potential use of technology to support assessment, in the form of engagement and addressing student needs.

Part 2: Assessments

Consistent and aligned with these items, create one pre-assessment you would use for this unit. Your pre-assessment should assess:

  1. Prior student knowledge.
  2. Student interest.

Create three formative assessments that would appear in this unit. Your formative assessments must be:

  1. Aligned to the standards and objectives listed in the unit.
  2. Minimize bias and document learning.
  3. Differentiated for the populations described in your class profile.

Create one summative assessment that consists of:

  1. Specific directions for the student.
  2. Three short-answer response items that require the use of varied targeted thinking skills.
  3. At least 15 multiple-choice questions assessing reasoning by focusing on a variety of particular reasoning skills or reasoning tasks.
  4. One restricted response essay item that clearly identifies the tasks to be performed.
  5. Modified short answer response and multiple choice items for students on IEPs.
  6. An analytic scoring guide for the restricted response essay item that describes the criteria and features to be scored.
  7. An answer key that includes answers for the short responses, multiple choice items with explanations for each option, and a sample answer for the extended response essay.

Part 3: Conclusion

In finalizing your assessment plan, include a conclusion that provides a 250-500 word rationale for the original assessments you created. Discuss how the pre-assessment data would help you to plan for instruction.

Discuss the feedback you received from your mentor teacher on your assessment plan. Explain how you used the information from the class profile you created and describe how the assessments are aligned to the objectives and differentiated for the population of students represented in the class profile. Discuss how you could provide feedback to your students based on the assessment data you would get if you executed this plan.

Indicate the professional collaboration needed to ensure the delivery of an effective learning experience, based on the unit plan.

Submit your class profile, introduction, three formative assessments, one summative assessment, and conclusion to your instructor as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

 

Rubric

Benchmark – Comprehensive Assessment Plan 

  1
No Submission
0.00%
2
Insufficient
69.00%
3
Approaching
74.00%
4
Acceptable
87.00%
5
Targett
100.00%
100.0 %Criteria  
15.0 %Formative and Summative Assessment [COE 3.1 ; InTASC 6(a), 6(b)] Not addressed. The unit plan provides incomplete formative and summative assessments. Assessment details are insufficient. The introductory summary vaguely addresses the assessments created. The unit plan begins to provide complete formative and summative assessments. Assessment details are included. The introductory summary vaguely addresses the assessments created. The unit plan provides complete formative and summative assessments. Assessment details correspond with the unit plan. The introductory summary addresses the assessments created. The unit plan includes formative and summative assessments that are relevant to the unit plan, appropriate for the grade level and content area, and consists of all requirements outlined in the assignment instructions. Assessment details are clear, concise, and meaningful, corresponding with the unit plan. Measures to minimize bias are apparent. Assessments are insightful and effectively function to support, verify, and document learning. The introductory summary effectively contextualizes the multiple assessments and the targeted skills to be measured.  
15.0 %Instructional Planning [COE 3.2; InTASC 7(d)] Not addressed. The unit plan provides insufficient details on the plan for instruction. The use of available formative and summative assessment data is vaguely represented. The conclusion does not provide an applicable rationale for the creation of the assessments. The unit plan provides insufficient details on the plan for instruction. The use of available formative and summative assessment data is vaguely represented. The conclusion does not provide an applicable rationale for the creation of the assessments The unit plan provides details on the plan for instruction. The use of available formative and summative assessment data is represented. The conclusion provides an applicable rationale for the creation of the assessments. The unit plan clearly and appropriately represents a plan for instruction that is based on available formative and summative assessment data. Sound instructional considerations are made regarding prior student knowledge and interest. The unit plan includes all elements in complete form. The conclusion provides a thoughtful rationale on the assessments created, the data that informed them, and the feedback received from the mentor teacher.  
15.0 %Data-driven Feedback [COE 3.3; InTASC 6(d), 6(g)] Not addressed. The use of assessment data to provide feedback is vaguely addressed within the conclusion. The use of assessment data begins to provide feedback within the conclusion. The use of assessment data to provide feedback is addressed within the conclusion. The conclusion provides a thoughtful rationale on the use of feedback, based on assessment data.  
15.0 %Learning Experiences and Assessments [COE 3.4; InTASC 6(b), 7(a)] Not addressed. The unit plan includes learning experiences and assessments that are not fully developed, or lack significant detail. The conclusion ambiguously addresses the use of data in designing and delivering differentiated instruction. The unit plan begins to include learning experiences and assessments. The conclusion begins to address the use of data in designing and delivering differentiated instruction. The unit plan includes learning experiences and assessments that are developed. The conclusion addresses the use of data in designing and delivering differentiated instruction. The unit plan includes learning experiences and assessments aligned with standards and identified objectives. Learning experiences are both relevant and appropriate to students in selected grade level and area of instruction. Academic language of the unit of study is sufficiently addressed and identified. The conclusion explains the use of available data in the development of assessments that allow for differentiated instruction, while maintaining alignment to objectives.  
15.0 %Strategies, Sequencing, and Demonstration of Knowledge and Skill [COE 3.5; InTASC 7(c), 8(a)] Not addressed. The unit plan vaguely addresses the use of instructional strategies. Scarce details on intended sequencing of learning experiences and assessments are present. The introductory summary insufficiently explains the use of strategies in the promotion of student achievement. The unit plan begins to address the use of instructional strategies. Some details on intended sequencing of learning experiences and assessments are present. The introductory summary begins to explain the use of strategies in the promotion of student achievement. The unit plan addresses the use of instructional strategies. Details on intended sequencing of learning experiences and assessments are present. The introductory summary explains the use of strategies in the promotion of student achievement. The unit plan includes the use of instructional strategies that are appropriate for the grade level and area of instruction. The sequencing of learning experiences within the plan is suitable and purposeful. The unit plan provides the student with multiple ways to demonstrate knowledge and skill. The introductory summary effectively contextualizes the use of instructional strategies to promote student achievement, and multiple demonstrations of knowledge and skill.  
10.0 %Collaborative Plan, Design, and Delivery [COE 3.6; InTASC 2(f), 7(e), 9(c), 10(a), 10(b)] Not addressed. The conclusion vaguely addresses professional collaboration. Details and support are scarce or irrelevant. The conclusion begins to address professional collaboration. Details and support are irrelevant. The conclusion addresses professional collaboration. Details and support are relevant. indicates the necessary professional collaboration for the design and delivery of an effective learning experience, as intended in the unit plan. Details and support are suitable, sophisticated, and immediately apparent.  
5.0 %Use of Technology [COE 3.7; InTASC 8(g)] Not addressed. The unit plan vaguely addresses the use of technology in learning experiences. Details are scarce or irrelevant. The unit plan begins to address the use of technology in learning experiences. Details are irrelevant. The unit plan addresses the use of technology in learning experiences. Details are relevant. The unit plan includes the use of varied technology, tools, and resources to facilitate the learning experience within the content area. Details are suitable and insightful.  
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use) Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Submission contains frequent mechanical and conventional errors or non-relevant language that affects meaning and clarity. Submission is largely free of mechanical errors, although a few are present. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. Submission is nearly/ completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and topic-related language.  
5.0 %Research Citations (in-text citations for paraphrasing and direct quotes and reference page listing and formatting are appropriate to assignment and style) Not addressed. Reference page is present. Citations are used inconsistently. Reference page lists sources used in the paper. Sources are documented appropriately, although some errors may be present. Reference page is inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.  
100 %Total Weightage    

 

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