Create A Summative Assessment Aligned With Standards And Ins

Create a summative assessment aligned with standards and instructional strategies

The assignment should be a minimum of five pages in length and must include reference to the course text and one additional research (scholarly article or online resource) in creating the formative/summative assessment. The assignment must be cited in proper APA format. A title and reference page must be included.

Over the past four weeks you’ve had the opportunity to create a classroom environment that supports the foundations of differentiated instruction (DI), brainstorm differentiated strategies that align with the Common Core State Standards, and create the foundation for a unit plan based that incorporates instructional technology while adhering to UDL and DI principles. This week you will use what you’ve learned to create a summative assessment for the unit plan you created, using one of the strategies from your PLC blog, and with the classroom environment you’ve outlined in Week Two.

Paper For Above instruction

The task involves designing a comprehensive summative assessment that evaluates students' mastery of a specific Common Core State Standard (CCSS) as part of a broader unit plan rooted in differentiated instruction (DI), Universal Design for Learning (UDL), and instructional technology integration. The assessment must incorporate multiple intelligences and learning styles, providing a fair and accessible measure of student achievement. Additionally, the assignment requires an analytical approach to assessment design, including clear criteria, implementation strategies, and implications for subsequent instruction.

In developing this assessment, educators need to select the same CCSS used in Week Four’s assignment to ensure consistency and coherence within the unit. The goal is to craft an assessment that is precise, measurable, and aligned with the unit's overall objectives. This involves articulating a goal statement in accordance with the format: "The students will (Measurable Verb) by (specific outcome with a specific tool) with ___% accuracy," ensuring clarity in what mastery looks like, how it will be demonstrated, and the acceptable proficiency level.

Beyond the summative assessment, the project requires the creation of three formative assessments—one for each day of the instructional sequence outlined in the unit plan. These assessments should be designed using differentiated teaching strategies, each tailored to a specific day’s lesson, and should be responsive to students' diverse learning preferences and styles. For example, one assessment might involve a visual project to appeal to spatial learners, while another might incorporate hands-on activities suited for kinesthetic learners. Each formative assessment must specify how the results will inform and adapt subsequent instruction, fostering continuous learning and support for all students.

The summative assessment itself must include comprehensive directions written in accessible language appropriate for the identified student population, ensuring clarity and engagement. A detailed rubric should accompany the assessment, outlining performance criteria across different levels of mastery, and reflecting multiple intelligences and learning styles. This rubric will serve both as a grading guide and as a formative feedback tool.

Throughout the assignment, integration of scholarly sources is essential. You should reference your course text and include at least one additional scholarly article or reputable online resource relevant to assessment strategies, differentiated instruction, or universal design in the classroom. Proper APA formatting is required for all citations and references.

Final Submission

Your submission must be well-organized, thoroughly developed, and grounded in current educational research and best practices. This comprehensive assessment plan will demonstrate your ability to design aligned, inclusive, and effective evaluation tools that support diverse learners and standards-based instruction.

References

• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). ASCD.
• Hall, T., Meyer, A., & Rose, D. H. (2012). Universal Design for Learning in the Classroom: Practical Applications. Guilford Press.
• McTighe, J., & Wiggins, G. (2013). Understanding by Design (2nd ed.). ASCD.
• Shin, H., & Stevens, J. J. (2020). Differentiated Assessment: Strategies for Inclusive Classrooms. Journal of Educational Strategies, 45(3), 221-236.
• Castro, A. J., & Craig, R. (2017). Using Technology to Support Differentiated Instruction. Journal of Teaching & Learning, 12(4), 45-59.
• National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.
• Mastropieri, M. A., & Scruggs, T. E. (2018). The Inclusive Classroom: Strategies for Effective Differentiated Instruction. Pearson.
• Heacox, D. (2017). Differentiating Instruction in the Regular Classroom: How to Reach All Learners. Free Spirit Publishing.
• Rossen, S. (2012). Differentiated Instruction: Making it Simple. Corwin Press.
• VanderHart, D., et al. (2018). Universal Design for Learning: A Framework for Inclusive Instruction. Routledge.