Melissa F.

Garcia
March 8, 2016

Assessment Design Activity (30 points)

Phases of
Assessments
Entry-Level
Assessment
(Preassessment)

Description of Assessment

ProgressMonitoring
Assessment
(Formative
Assessment)

Progress-monitoring assessment
determines whether or not your
students are progressing
adequately toward achieving the
content standards of the unit of
study
Summative assessment
determines if your students have
met the learning goals at the
end of the unit of study

Entry-level assessment
determines whether or not
your students possess crucial
prerequisite skills and
knowledge expected at their
grade level

Questions to be asked during

the assessment phase
To what degree do my students
know and understand the
content of the standards I am
planning to teach for this unit
of study?

To what degree are my students

achieving the content of the
standards I am teaching? Are they
progressing adequately? Do they
need re-teaching? Do I need to
adjust how I am teaching?
Summative
To what degree have my students
Assessment
achieved the content of the
standards I have taught? Do I
need to re-teach and key
concepts? Can the class move
forward to a new unit of study?
CCTC, CA TPA Task 3 Classroom Assessment of Academic Learning Goals

For this assignment, you will choose one phase of assessment and
design an assessment that appropriately addresses the questions to be
asked during that particular assessment phase for the academic
content standards you are addressing in a given unit.
Excellent assessments will consider both content area standards and
the implication that the CCCS (California Common Core Standards)
and/or NGSS (Next Generation Science Standards) will have on their
classroom-based assessment.
Assessments may include but are not limited to:
Pre-assessment quizzes (entry-level)
Traditional quizzes or tests (progress-monitoring or summative)
A series of journal topics (progress-monitoring)
A scientific investigation & lab report (progress-monitoring)
A project or project-based learning assessment (progressmonitoring or summative)
A performance based assessment (summative)
A work of art or other product-based assessment (summative)

Melissa F. Garcia
March 8, 2016
Assessment Design Activity Rubric
Assessment
Criteria
Standards/
objectives
alignment
(6 points)

Description
(10 points)

Rationale
(10 points)

Differentiatio
n
(4 points)

Exceeds
Expectation
Assessment
shows strong
alignment to
content standards
& objectives AND
evidence of
understanding of
CCSS implications
for assessment
All steps/
questions on the
assessment are
fully described or
included.
Assessment
criteria are fully
discussed
Rationale clearly
considers all
standards,
objectives and
student learning;
what evidence
would indicate
mastery of goals
& answers all
questions to be
asked during this
assessment
phase
Assessment
shows strong
understanding of
differentiation
practices for
assessments for
both ELLs & SN
students

Meets
Expectation
Assessment
shows clear
alignment to
content area
standards and
objectives

Approaches
Expectation
Assessment
shows evidence of
understanding of
content area
standards, but
does not address
learning
objectives

Does Not Meet

Expectation
Assessment
shows weak or
no correlation to
content
standards or
learning
objectives

Assessment is
described and
assessment
criteria are
discussed, but
may leave
reader with some
questions
Rationale
considers
standards/
objectives;
evidence
indicating
mastery, but
may not fully
address all
questions to be
asked during this
assessment
phase
Assessment
shows
appropriate
understanding of
differentiation
practices for ELL
& SN students

Assessment is
described, but
process or criteria
are not discussed,
leaving reader
with many
questions

Confusing or
incomplete
description of the
assessment
process or
assessment
criteria

Rationale partially
considers
standards,
objectives;
evidence
indicating
mastery, but
weakly addresses
questions to be
asked during this
assessment
phase

Missing rationale
or rationale does
not consider
student learning
or questions to
be asked during
this assessment
phase

Assessment
shows
appropriate
understanding of
differentiation for
either ELL or SN
student

Assessment
shows weak,
inappropriate or
NO evidence of
understanding of
differentiation for
ELLs or SN
students

Melissa F. Garcia
March 8, 2016

Assessment Design Activity Template

Part 1: Which phase of assessment does your assessment address
(choose one):
______ Entry-level _____X__ Progress-Monitoring

_______ Summative

Which standards and/or learning targets (objectives) is this assessment

designed to address?
Content Area Standards for Unit related to assessment:
California Content Standard:
7.6 Students analyze the geographic, political, economic, religious, and
social structures of the civilization of Medieval Europe.
7.6.7 Map the spread of the bubonic plague from Central Asia to China,
the Middle East, and Europe and describe its impact of global
population.
7.6.8 Understand the importance of the Catholic church as a political,
intellectual, and aesthetic institution.
CCCS/NGSS Standards/ Considerations:
CCCS-WHST 6-8: Produce clear and coherent writing in which the
development, organization and style are appropriate to task, purpose,
and audience.
RH- Cite specific textual evidence to support analysis of primary and
secondary sources.
Learning Targets/Objectives (What will students need to know and/or
be able to do to complete the assessment?):
Students will demonstrate proper citations of both primary and
secondary sources.
Students will be able to write an explanatory essay.
Students will demonstrate understanding of the spread of the bubonic
plague and its effects on society.
Students will explain what people did to combat the plague.
Students will demonstrate understanding of the primary and secondary
sources.

Melissa F. Garcia
March 8, 2016

Melissa F. Garcia
March 8, 2016
Part 2: Using the template provided, describe your assessment
(expand the template as necessary). In your description, include any
prompts that you will have students respond to, questions that you will
ask students and discuss how the student assessment evidence will be
measured or scored.
Next to each part of your assessment, include a rationale that explains
how this part of your assessment aligns with the goals/
standards/objectives of your unit and what evidence will indicate
mastery of this particular goal/standard or objective. Be sure to
address the questions to be asked during this assessment phase.
Description of Assessment
Process/ Questions: What are you
doing to assess students? How will
student understanding be
measured or scored?

Rationale: How does this part of

the assessment align with goals/
objectives/ standards? What is
evidence of mastery?

At the beginning of class, students

will receive the essay prompt
stating:
In an in class essay explain the
spread of the bubonic plague and
its effects on society. Use
citations/quotes from your primary
and secondary documents packet.
Students will be given the entire
class period to brainstorm and
answer the prompt.

This essay is a progress

monitoring assessment because it
allows me to measure how well
they understood the bubonic
plague and whether they can
make connections between other
concepts we have been learning
throughout the unit such as the
power of the catholic church and
trade. The assessment is also
used as progress monitoring
because I want to see how well
theyre understanding medieval
Europe thus far or if I need to reteach a concept. The essay also
allows me to measure how well
their writing is progressing
throughout the unit and year.
Students will receive feedback on
their writing, so they can grow as
writers. Having students write
aligns with the common core
standards on writing which asks
students to produce coherent
writing and with the reading
standard which asks students cite
textual evidence. This part of the

Melissa F. Garcia
March 8, 2016

Students will also receive a rubric

that addresses paragraph
structure, length, sources, and
amount of information. Students
will be scored on 4 to 1 scale, 4
being the highest.

assessment correlates with the

standard 7.6.7 which discusses
the spread of the bubonic plague.
The in-class essay shows evidence
of mastery in writing, using
citations, and their understanding
of the bubonic plague.
Students will show mastery of the
topic by covering all aspects in the
rubric. The amount of information
section of the rubric addresses
students fully answering the
question of the prompt. The
length portion of the rubric
addresses how much students
should be writing in order to fully
address the in-class prompt. The
sources portion of the rubric
discusses that students should be
using evidence from their primary
and secondary sources packets.
The sources section also gives
students a minimum of how many
times they should be citing or
quoting throughout their essay.
The paragraph section addresses
grammar and mainly the structure
of the paragraphs. The rubric is
an extremely important tool for
the students to have so they know
what theyre required to do. The
rubric mainly aligns with the
common core standards of reading
and writing. The rubric also
addresses portion of the learning
targets.

Melissa F. Garcia
March 8, 2016

Part 3: What parts of the assessment might need to be differentiated

for English Language Learners or Special Needs Students? How might
you differentiate this assessment so that the goals of the assessment
are still met, but the learners needs are also considered?
Possible Differentiation for
ELL
Beginning: For students who know
little to no English I will allow the
student to use their own language
in the essay. I will also have them
only write 1-2 paragraphs because
I want them to focus on writing in
English instead of the length. I
will provide some sentence frames
they can use to structure their
paragraphs, such as The Black
Plague was___________ I still want
them cite or quote from the
sources, so that they are still
working towards meeting the
learning goals.
Expanding: For students who are
at the intermediate level of ELL
they will be allowed to use little to
none of their native language in
their writing. I will have them
write 2-3 paragraphs to
demonstrate understanding and to
show their progress in the English
language. I have the student
write less so they can focus on
perfecting their usage of the

Possible Differentiation for SN

Student: Autism
For a student with autism I will use
their IEP scores to make any
accommodations for the student
during the assessment process.
Depending on the IEP scores I will
provide some paragraph structure
similar to the emerging ELL
student. I will provide this
because I know that autism
students often struggle with
language and structure.

Melissa F. Garcia
March 8, 2016
English language. I will still have
them cite and quote from the
source at least 2 times.
Bridging: This student is an
advanced ELL. I will have the
same expectations as native
English speakers for the usage of
sources, length, and amount of
information. Although, I will not
grade so heavily on this students
grammar since theyre still getting
accustomed to English grammar.

Research Report : Black Plague

Student Name:

________________________________________

CATEGORY

Sources

All primary
and
secondary
sources are
accurately
cited or
quoted. Use
at least 4
times.

All primary
and
secondary
sources are
accurately
documented.
Used less
than 4.

All primary and Sources are

secondary
accurately
sources are not being used.
accurately
documented.
Used only 2.

Paragraph
Construction

All
paragraphs
include
introductory
sentence,
explanations
or details,
and
concluding
sentence.

Most
paragraphs
include
introductory
sentence,
explanations
or details,
and
concluding
sentence.

Paragraphs
included
related
information
but were
typically not
constructed
well.

Paragraphin
g structure
was not
clear and
sentences
were not
typically
related
within the
paragraphs.

Melissa F. Garcia
March 8, 2016
Amount of
Information

All topics are

addressed
and the
question is
thoroughly
answered.

All topics are

addressed
and most of
the question
is answered.

Some topics
are addressed,
and most of
the question is
answered.

One or more
topics were
not
addressed.

Length

Student
clearly
answers the
prompt in 4-5
paragraphs.

Students
somewhat
answers the
prompt in 3-4
paragraphs.

Student does
not fully
address the
prompt in 2-3
paragraphs.

Student
does not
address
prompt.