Designing A Balanced Assessment Note

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Design a balanced classroom assessment plan for a unit of study. Choose a 4-week unit of study for a specific Common Core or state standard or your grade level or content area. Write a brief summary of your selection to provide context. Identify at least three essential elements of the Common Core or state standard for the unit. Deconstruct the standard to reveal three specific learning targets. Create a pre-assessment and evaluation instrument that measures student proficiency on objectives targeted, such as a criterion-based rubric with a proficiency scale or an answer key, and explain the purpose of the pre-assessment for the unit. Create a single formative, interim assessment that is composed of 10 selected items (binary choice, multiple choice, and matching) and three constructed response items based on the unit content, learning targets, and length of the instructional unit. Include the answer key for selected response items. Describe how the interim, formative assessment would assist in planning instruction. Create a summative performance-based assessment. For performance-based assessments, and portfolio assessments, you must create and include the evaluation instrument that measures student proficiency on objectives taught, such as a criterion-based rubric with a proficiency scale.

Paper For Above instruction

The process of designing a balanced assessment plan for a four-week unit focused on the common core standards necessitates careful integration of formative and summative evaluation tools to ensure comprehensive measurement of student learning. This paper outlines the planning process, beginning with the selection of the unit, deconstruction of relevant standards into targeted learning objectives, and the development of assessment instruments aligned with these targets.

Selection and Context of the Unit

The selected unit addresses the grade 5 mathematics standard related to understanding fractions, specifically focusing on equivalent fractions, comparing fractions, and applying these concepts in problem-solving contexts. The brief summary underscores the importance of mastering these skills as foundational for more advanced fraction operations and ratios, which are critical for success in subsequent mathematics courses and align with the Common Core State Standards for Mathematics (CCSSM, 2010). The unit's duration of four weeks allows ample time for balanced formative activities and a culminating performance-based assessment that evaluates students' mastery through application and explanation rather than rote memorization.

Essential Elements and Learning Targets

Three essential elements of the selected standard include: understanding what constitutes equivalent fractions, comparing fractions with unlike denominators, and applying these concepts to solve real-world problems. The deconstruction of these elements reveals three specific learning targets: (1) students will be able to generate and recognize equivalent fractions, (2) students will compare and order fractions using benchmark or common denominators, and (3) students will model and solve problems that involve fractions in practical contexts (CCSSM, 2010). Each target provides a clear pathway for formative assessments and guides instruction towards measurable objectives.

Pre-Assessment and Evaluation Instrument

A pre-assessment consisting of 10 multiple-choice questions and matching items gauges students’ prior knowledge of fractions, including their understanding of basic concepts such as parts of a whole, simple fraction recognition, and preliminary comparison skills. An answer key accompanied by scoring rubrics facilitates quick evaluation and diagnostic feedback. The purpose of this pre-assessment is to identify students’ initial levels of understanding, allowing for targeted instruction that addresses misconceptions early in the unit. For example, items like "Which of the following is equivalent to 1/2?" assess recognition skills, while matching exercises relate to conceptual connections among fraction representations.

Formative Assessment and Its Role in Instruction Planning

The formative assessment involves 10 strategically selected questions, including binary choice, multiple choice, and matching items, designed to reinforce learning targets and monitor progress throughout the instructional cycle. For instance, matching items might require students to pair equivalent fractions, and multiple-choice questions could assess their ability to compare fractions accurately. Three constructed response items prompt students to explain their reasoning when comparing fractions or modeling real-world problems. This assessment provides ongoing feedback, allowing instructors to adjust pacing, reteach concepts as needed, and differentiate instruction to meet diverse learner needs. It acts as a diagnostic tool that guides immediate instructional decisions, ensuring that students build confidence and competence before progressing to summative evaluation.

Summative Performance-Based Assessment

The culminating assessment is a performance-based task where students demonstrate mastery by creating a visual representation of equivalent fractions and explaining their reasoning in writing or oral presentation. A criterion-based rubric evaluates their ability to generate accurate models, compare fractions, and justify their solutions coherently. This assessment emphasizes application and deep understanding, aligning with best practices for authentic assessment (McMillan, 2015). Portfolio options include a collection of student work, such as fraction models, written explanations, and reflection essays, further capturing their conceptual growth over the unit period.

Conclusion

In designing this assessment plan, integrating formative and summative assessments ensures a balanced approach to measuring student comprehension and application of fraction concepts. The pre-assessment diagnoses prior knowledge, the formative assessment guides instruction, and the summative assessment evaluates mastery, creating a comprehensive assessment cycle. This structured approach aligns with best practices documented in educational literature, promoting ongoing feedback, instructional adjustment, and authentic demonstration of learning.

References

• Common Core State Standards Initiative. (2010). Mathematics California Common Core State Standards. Retrieved from http://www.corestandards.org/Math
• McMillan, J. H. (2015). Classroom assessment: Principles and practice for effective standards-based instruction (6th ed.). Pearson.
• Wiggins, G. P., & McTighe, J. (2005). Understanding by Design. ASCD.
• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Studies in Educational Evaluation, 35(1), 7-24.
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• O’Connor, K. (2011). How to assess authentic student performance. Corwin Press.