Assessment Plan

                                                                 Assessment Plan

Michelle Hamlet

EDU 645 Learning and Assessment for the 21st Century

Professor G.  Breegle

February 11, 2012

Assessment Plan                                                                                     1

Assessing learning performances of students’ careful planning to assure that the assessment is valid and viable.  The objectives or purpose of the lesson or unit plan must clear and concise.  The students’ need to know what it is expected of them during the course of study.  There should be no confusion in the expectations or performance (testing) or how this course of study can be applied.  The student also needs to be able to ask questions for clarification of the lesson or unity of study.

By using formative assessment, while the lesson is being done, this way the instructor can be sure that all the students are understanding what is being taught and to clarify things that the students are of unclear of.   Formative assessment is an assessment tool that is “to inform day to day instructional decision making” (Kubiszyn & Borich, p 4). Summative assessment can be done once the lesson has been completed and can include multiple choices, true or false, matching, an essay and a diagram that the student will have to label correctly.  Summative assessment is an assessment tool that can be used “to inform us about broad achievement trends after instruction has been completed” (Kubiszyn & Borich, p 4).


The purpose of this assessment plan is to familiarize the student with the process of digestion.  That digestion begins as soon as an edible substance is place in the mouth.  The students will be introduced to the digestive system, vocabulary words associated with the digestive system and a diagram that represents the digestive system.

Assessment Plan                                                                                             2                                                                                                                                Learning outcome

The learning outcome for assessment plan #1 (one)  is that the students will  answer  five (5) multiple choice questions, five (5) true or false questions, five (5) matching questions and correctly labeling a diagram of the digestive system.  The learning outcome for assessment plan #2 (two) is that the students will write a two (2) page report describing the digestive system and how nutrients are absorbed in the body. The report may contain a diagram to illustrate the report.   The students will conduct experiments to illustrate the process of digestion by looking at a piece of fruit (an apple), smelling the piece of fruit and then eating the fruit.  Students will recall and write about what occurred after each step prior to eating the fruit.

Assessment context

By administering a multiple choice, true or false and matching questions test, the students demonstrate their cognitive skills (according to Bloom’s Taxonomy).  Each question is worth five (5) points each.  The report will be worth twenty five (25) points (points will be deducted for spelling, incomplete sentences and punctuation).   The students will recall vocabulary words associated with the digestive system and how nutrients are absorbed in the body by the writing of a two (2) page report describing the digestive system and how this system helps the human body. 

Holistic rubrics

4 – Above Average

–          Control idea is clearly identified which is demonstrated by student’s work

Assessment Plan                                                                                                3

Above Average

–          Student is fully engaged  and shows no difficulty in supporting ideas

3 – Average

–          Central idea easily identified which is demonstrated thru student’s work

–          Shows no difficulty supporting ideas

2 – Sufficient

–          Central idea somewhat identified which is demonstrated by student’s work

–          Shows little difficulty supporting ideas

1 – Needs Improvement

–           Central idea not evident which is demonstrated by student’s work

–          Has great difficulty supporting ideas

Testing constraints

In administering this test, time, temperature, lighting, noise level and desk positions will be considered.  The test can be administered within thirty  (30) minutes, make sure that the classroom is as comfortable as a classroom can be, the lighting is bright enough for the students’ to view the test, that the noise level is at a minimum (if necessary close classroom door or have it slightly ajar) and have the desk spaced apart and turned so that the ability to look on another students’ test can be avoided (or if financially possible, purchase blocking boards for each student to block the test and the person taking the test.


Bloom, B.,  Englehart, M., Hill, W., Furst. E., & Kratwohl, D. (1984).  Taxonomy of educational

objectives: the classification of educational goals. Handbook I: Cognitive domain. New

York:  Longmans, Green.

Kubiszyn, T., & Borich, G. (2010).  Educational testing & measurement:  Classroom

     applications & practice.  Hoboken, NJ: John C Wiley, Inc.


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