Target-Method Match Template

A. High Achievement Unit Outcome (Please include the High Achievement Unit Outcome.) Make sure your verbs are measurable and from
the upper 4 levels of Bloom’s Taxonomy—Application, Analysis, Evaluation, Creating.

Write High Achievement Unit Outcome here: Students will examine and define concepts of Thermochemistry and Kinetics to investigate
and explain interactions between molecules.

Target/Component Type Assessment Method

(See Figure 4.3) (The goal is to Triangulate—have 3 different
types of assessments for each unit, not each
K = Knowledge component.)
Learning Targets/Components for High Achievement Unit Outcome R = Reasoning
(The Components/Learning Targets should fulfill the High Achievement Unit Outcome S = Skill Note: PA (Performance assessment)
and have a variety of measurable verbs from all levels of Bloom’s Taxonomy.) P = Product includes creating Products or Projects

K R S P SR WR PA PC
Selected Written Performance Personal
Response Response Product Communi-
Project cation

1. Chem 7.1: Identify how mass and chemical properties affect the X X
specific heat of chemicals.

2. Chem 7.2: Design and conduct an experiment to determine the X X X

specific heat of a known metal using calorimetry.

3. Chem 7.3: Interpret data from an experiment using calorimetry to X X

determine changes in enthalpy at a constant pressure.

4. Chem 7.4: Use heating curves and phase diagrams to show the X X
changes in phases of energy and explain how this relates to their
ability to absorb energy.
 5. Chem 7.5: Determine the difference between endothermic and X X
exothermic reactions based on the change in bond enthalpy and
calculate entropy changes for chemical reactions.

6. Chem 7.6: Define factors that cause reaction rates to change and X X
indicate how increasing or decreasing these factors will affect the rate
of reaction.

7. Chem 7.7: Interpret graphs to determine if reactions are exothermic X X

or endothermic and indicate how the presence of a catalyst affects the
graph.

SUMMARY STATEMENT
When making summative assessments it is important to match the learning target to the type of assessment so that the method of
assessment is aligned correctly, with what you want students to demonstrate they have learned. Doing this will ensure students are
not being asked to demonstrate learning concepts they were not responsible for knowing throughout the unit. This will ensure
clarity during the assessment and eliminate confusing that might arise if the targets and type of test were misaligned.

It is important to use a blueprint when creating summative assessments because it gives the instructor a chance to map out how
learning targets will be assessed, how many times they will be assessed, and for how many points. By mapping this information out
before writing the assessment, the instructor will be more aware of what is important to include in the assessment and how often,
making assessment writing easier and more effective.