Choose a grade level (and a subject matter, if applicable) for which you will create this assessment. You can choose a grade/subject you already teach or one you hope to teach. You can also choose to ...

Overview

In this activity, you will begin building toward your assessment development. Answer the questions on this page to get started on your goals and alignment.

Instructions

Your submission should be 2-3 pages in length.

Step 1: Focusing Your Assessment Design

Choose a grade level (and a subject matter, if applicable) for which you will create this assessment. You can choose a grade/subject you already teach or one you hope to teach. You can also choose to focus on one of the grade-level profiles from the Backward Design Stage media pieces if you chose to do that in the Week 3 assignment.

Step 2: Course Assessment Planning

Begin developing a course assessment plan for a chosen grade by defining the following in 2-3 pages:

Content Standards

• Determine the standards that you will be addressing in your instructional unit.
  • Include both the ISTE standards for students and the common core state standards, or your own state standards, if your state has not adopted the CCSS.

Purpose for Assessment

• Compile a list of the lasting "big ideas" you want students to take away from the unit of instruction that leads to this assessment, focusing on large-scale understandings.
  • You can develop these easily by filling in this sentence: "I want my students to understand that ..."
  • Note: Think about understandings that are:
    • Overarching: should include major ideas or concepts.
    • Recurring: the ideas should be broad and significant enough that they are addressed many times throughout a course and across multiple?grade levels.
    • Valuable: should provide value beyond the K-12 classroom.
• Create 1-2 essential questions that support the student's understanding.
  • Essential questions are open-ended and thought-provoking; they promote discourse among students, challenge students' thinking, and require students to justify their ideas.
• Create a list of knowledge and skills that students will develop as a result of their work in this instructional unit.
  • The knowledge pieces are concept statements (facts, foundational concepts, and vocabulary-things that students will know).
  • The skills are actions-things that students will be able to do; skill statements should start with a verb.
    • Note: For help on this, refer to the Bloom's Taxonomy reading in the Learn section.