Assessment Plan Assignment Instructions

EDUC 415 A SSESSMENT P LAN A SSIGNMENT I NSTRUCTIONS O VERVIEW The purpose of designing an Assessment Plan (AP) is to help you learn how to structure and manage your assessment schedule throughout a grading period. Although schools have varying grading periods (e.g., 6-week, 9-week, or semester), this assignment will be designed for a 9- week period. By designing an assessment plan, you will be equipped to design better curriculum and hone your instructional delivery skills so they align with the desired outcomes, objectives, learning targets, and/or goals. I NSTRUCTIONS Create a 9-week Assessment Plan for your grade level area by completing the provided Assessment Plan Template . Complete the 9-week Assessment Plan as follows:  Titles: Include a title name for each unit and the overall Assessment Plan.  Grade and Subject: Identify the grade level and specific subject.  Time Frame : State how many weeks will be dedicated to each unit. TIP: The number of weeks listed for the two units should equal nine weeks.  State Standard and URL : List the standard(s) your assessments cover. You may use the Virginia Standards of Learning (see the link provided with this assignment) or the learning standards for the state in which you will be student teaching. Include the state standard, fully written out , and URL. *Note: In Virginia, some secondary content areas fall under CTE Career Clusters. Please see the important notice at the end of these instructions.  Learning Objectives : Review the Writing Measurable CPC Objectives resource provided with this assignment. Include at least three C ondition, P erformance, C riterion (CPC) learning objectives for each unit. Be sure to use appropriate levels of Bloom’s Taxonomy based on those used for the SOL (a link for Bloom’s Taxonomy of Measurable Verbs has been provided with this assignment). Your objectives must be in CPC format and include a condition, performance, and criterion (measurable goal). TIP: The objective’s learning goal should be measured and supported by your assessments! Self-check: Do your SOLs, objectives, and assessments support each other and use similar performance language?  Formative Assessments : Include at least three for each unit. Please make sure each one clearly supports a summative assessment. For example, when naming your formative assessments, clarify which summative assessment they support. If the name you create does not make that distinction, you may include a brief description and identify the matching summative assessment by name or by Unit # and letter (a, b, or c).  Summative Assessments : Include at least three for each unit. Identify each of the assessments with names that you may create. For each unit, one must be a standard unit- level assessment and one a performance-based assessment.  Weights: Include the weighting of summative assessments for each unit. Page 1 of 2