This document provides guidance for developing different types of assessments, including objective tests, performance assessments, authentic assessments, formative assessments, portfolio assessments, and summative assessments. It discusses key elements that should be included for each type of assessment, such as including rubrics for performance assessments and including a variety of student work for portfolio assessments. Various formative assessment strategies are also described, such as think-pair-share, exit tickets, and KWL charts. The document emphasizes the importance of alignment between standards, assessment, and instruction.

1. Week 4: Aligning Standards,
Assessment, and Instruction
Tips for
Developing
Assessments
Objective Test
Objective tests should be a
minimum of (20) questions (Frey,
2014). The types of questions
should be grouped in a set of (5).
For example, (5) multiple Choice
questions, followed by (5)
true/false, followed by (5) fill in
the blank, etc. Questions should
not alternate question types.
Performance
Assessment
Authentic
Assessment

2. Formative
Assessment
Rubrics must be included
as part of a performance
assessment, whereas an
objective assessment does
not require a rubric.
Performance assessments
are task-based and should
not look the same or be in
the same format as an
objective test (Borich &
Tombari, 2004)
Authentic assessments are
basically performance
assessment that incorporates
real-world or authentic tasks
when assessing students.
According to Meyer (1992),

3. students are able to
demonstrate the desired task,
but the task must include a
real-world scenario.
Please keep in mind that if you choose to construct a formative
assessment, you must include the
description of the assessment, including what you are
formatively assessing. For example, if you
choose #1 Round Robin, you must describe each group of 3-4
and the specific task that they will be
completing as well as the strategy that each group is supposed
to master in order to discuss with
other groups as they travel around. The assessment should be
specific and include the specific
name(s) of materials and activities used.
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4. Objectives
Font
Matters
Illustrate
Open-ended questions/problems
are presented to students who
are placed in groups of 3-4. Each
group is assigned a specific
marker color. Students walk
around as a group, discuss each
question, and write their
answer/strategies. At the end,
the responses are discussed as a
class (Crockett & Churches,
2017).
Portfolio Assessment
Round Robin
Please keep in mind that if you choose to

5. construct a portfolio assessment, you must
include an array of activities (projects, quizzes,
assignments, etc.) this includes full
lesson/project descriptions of what will be
included in the portfolio assessment. Arter and
Spandel (as cited in Taylor & Nolen, 2005), also
defines portfolio as a collection of student work
that paints a picture of their efforts, progress
and achievement.
Types of Formative Assessments
Summative
Assessment
A summative assessment must
include multiple questions and a
variety of question types to truly
measure the extent at which students
have mastered content that has been
taught over an extended period of
time. This type of assessment should

6. have more questions and cover more
skills than that of an objective test.
Strategic
Questioning
Think-Pair-Share
While lesson planning, pre-
plan the questioning
strategies and sequence that
you will use. This will ensure
that you are accessing
deeper as well as higher
levels of thinking and
application of the skills you
are teaching (Crockett &
Churches, 2017).
The teacher asks a
question. Students are
given time to “stop and jot

7. “or write down their
answers. Students pair up
with their shoulder partners
and discuss their responses
as the teacher actively
listens and facilitate
discussions (Crockett &
Churches, 2017).
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References
Borich, G. D. & Tombari, M. L. (2004). Educational assessment
for the
elementary and middle school classroom (2nd ed.). Upper
Saddle River. NJ:
Pearson.
Crockett, L.W. & Churches, A. (2017). Mindful assessment: The

8. 6 essential
fluencies of innovative learning. Bloomington, IN:
Solution
Tree Press.
Frey, B.B. (2014). Modern classroom assessment. Thousand
Oaks, CA: SAGE.
Meyer, C.A. (1992). What’s the difference between authentic
and
performance assessment? Association for Supervision and
Curriculum
Development. Retrieved from
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199205_me
yer.pdf
Taylor, C.S. & Nolen, S.B. (2005). Classroom assessment:
Supporting

9. teaching and learning in real classrooms (1st ed.). Upper Saddle
River, NJ:
Pearson.
Exit Ticket
Teachers provide a constructed
response question of problem
for students to quickly answer
or solve based on the content
that was taught. This method
can also be used to review a
skill or concept from the
previous day and given at the
start of class (Admit ticket)

10. (Crockett & Churches, 2017).
Students make three columns on their paper. The teacher
presents a topic and
students writes down what they know about the topic in the “K”
column. In the “W”
column, students write down what they want to know, and in the
“L” column,
students write what they have learned. This can also be called
“Connect, Correct,
and Collect Chart” as well as “3-2-1 Countdown” (3 things you
didn’t know before; 2
things that you were surprised about; 1 thing you will do based
on what you
learned)(Crockett & Churches, 2017).
K-W-L Chart
Source | collegelifemadeeasy.com/new-years-resolution-

11. ideas/
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199205_me
yer.pdf
You will need to develop profiles three focus learners
(kindergarten age in public school).
Focus Learner profiles should include information that
would help you develop a clear picture of who your learner is.
Focus learner must have an exceptionality identified on
his/her individualized educational program/plan. The bolded
descriptors below must be included (skills, socio-economic,
language, and culture). Please include at least three of the other
background descriptors in your profiles.
Your description of the Focus Learner profiles should include
the following information:
·
Skills, strengths (Present Levels of Performance -
PLOP) for Reading/Language Art, Math, Speech/Language
· Aspirations and passions (interests)
· Likes and dislikes
· Life experiences
·

12. Languages spoken
· How the student likes to learn
· Struggles or potential barriers to learning (Social-emotional
and
· Academic challenges)
·
Cultural, ethnic background
·
Socio-economic level(s)
· Anything else the teacher deems important
Post at least three (3)
questions about Focus Learner ONE's assets (knowledge
of learners: personal, cultural, and community) to one of his/her
peers.
Example:
Focus Learner -1 (A.)
Hello,
My name is A. I am a 4-year-old girl. I have an IEP and
according to it, I have a pre-kindergarten disability. I have a 2-
year-old sister. Our family is deeply Jewish. My parents talk
Hebrew to each other but they speak English to me and my

13. sister. Our family has a low income.
I’m very shy and uncomfortable when there are other people
around me. I am the first one to walk into my classroom. I feel
relaxed when there are no other children in the classroom. I
don’t have friends in my classroom although I know that many
want to be my friends. I don’t talk to my peers at all. If some
kid wants to take my hand, I close my fists and pull my hand
away. I always sit on the floor when others dance. I don’t talk
to my teacher as well. I never ask her anything nor reply to her
questions. If the teacher asks me a question, I turn my head
away. I do however enjoy my individual lessons with the special
education teacher, the speech therapy, and the occupational
therapist. Sometimes I can whisper “Yes” to my teacher if I
want something very much. I like a morning prayer because this
atmosphere is familiar to me. I like individual work or
individual projects because I don’t need to share my thoughts
with others. I just follow the teacher’s instructions.
I do, however, like pretend play. I take a toy phone and imitate
a conversation. My other favorite thing to do is to play with
blocks. I can play nonstop, breaking the tower that I have just
made and rebuilding it over and over again. I like to watch the
boys when they are fooling around. I love to create puzzles,
draw, play match, play with dough, etc. however on the
playground I usually just watch other children.
I am good at tracing different shapes.

14. I don’t like circle time because I am scared to be involved in an
activity. I hate any changes. I don’t like substitute teachers.
Before I am picked up, I quickly put on my jacket, zip it up, and
off I go. After school I am happy to see my mom and can’t wait
to tell her about my day.
Questions:
What strategies would you offer to engage the girl in the team
activity?
What types of questions should the teacher ask the girl to
stimulate her response?
What activities would you apply in the classroom where A. is?
Exam Content
1.
Top of Form
Assume you have joined a new school as a substitute teacher.

15. You must speed up with the lessons that have been taught and
pick up the lessons where the other teacher left off. Your task
includes preparation of lesson plans, goals, objectives, and
designing assessments, taking into account the state standards.
Review the following resources for writing goals and objectives
and designing assessments:
·
Tips for Designing Teacher-Made Tests
· “
SMART Goal Setting With Your Students"
Select a state standard that would be appropriate for the grade
level and content area of your field experience.
Write 1 to 2 learning objectives to meet the state standard you
selected. Objectives should be SMART (Specific, Measurable,
Attainable, Realistic, Timely).
Create an assessment that measures the standard and learning

16. objective(s) identified and includes options for differentiation,
especially for learners with disabilities and language learning
needs. Minimize any potential bias that might distort the
assessment results. Identify what type of assessment it is (e.g.,
affective, objective, subjective, norm-referenced, criterion-
referenced) and include a method for scoring.
Select any of the educational technology tools like interactive
whiteboards, digital boards, or a SMART Board to include in
your plans and assessments. Build in opportunities for active
student engagement in their learning. Refer to The Smart Board
for Teachers: Teaching Tips and Lesson Ideas from BrightHub
Education to learn more about Smart boards.
Write a 525- to 700-word plan for how you will do the
following:
· Administer the assessment.
· Ensure the ethical use of the assessment and assessment data.
· Analyze evidence of student learning.
· Identify learner strengths and needs.
· Provide descriptive feedback to both students and parents.
· Promote learner growth and accountability.

17. · Analyze how integrating SMART boards in classrooms can
enhance student learning.
· Analyze your teaching practice and differentiate instruction in
response to assessment results.
· Document student learning.
Submit your assessment and your plan.
Bottom of Form
DUE DATE- 9-26-22 2am Central Standard Time.