Planning Assessments for Students

¶ … classroom assessment, a teacher determines his or her current point within the instructional sequence of a unit of study and identifies the student academic learning goals to measure. "Select one class, a content area, and a unit of study to work with as you complete this performance task.

Respond to the prompts below about the unit of study and its assessment." Grade Level Content Area: Math: Grade level: 5 Content area: Mathematics Subject matter: _Graphs, Functions and Equations "List the state-adopted academic content standards or state-adopted framework you will cover in this unit." Graphs, Function Probability and statistics, and Equation: Statistics, Data Analysis, and Probability: 1.1: Arranges the raw data to plot graph and interprets the meaning of the data to produce information from the graph. 1.2: Understands the strategy to produce pair correctly.

Functions and Equations: 1.1: Uses the information collected from the equation or graph to answer the questions from the problem situations. 1.2: Focuses on the relationships between equations and graphs 1.3: Students will also be taught the method to draw a graph from the equation using the slope intercept formula. 1.4: Identifies four quadrants from the coordinate plane. 1.5: Solves problems that relate to linear functions and integer values, produce graph from an ordered pair of integer and equation. 2.

"Describe the unit of study that addresses those standards." The standard unit of the study requires students to produce the ordered pairs as well as their relationships. Students are also required to plot the graph to produce negative and positive numbers, which will make them producing graph and pair relationship. Students are required to plot negative and positive numbers on a coordinate plane and determine the number relationships. 3.

"What is (are) the academic learning goal(s) for this unit of study"? The learning goal is to assist the students developing skills and accuracy in writing, identifying and graphing ordered pairs on a plane. Moreover, students will be able to produce and explain simple relationships between equations and graphs. 4. "At what point in the sequence of the unit are you teaching"? a. "At the beginning of the unit of study" b. "Between the beginning and the end of the unity of study" c.

"At the end of the unity of study" B. Assessment Planning "If you are at the beginning of your unit, you will give your students an entry-level assessment. If you are moving through the unit of study, you will use progress-monitoring assessments. If you are at the end of the unit of study, you will use a summative assessment. (For more information about these three kinds of assessment, see Frameworks for California Public Schools, published by the California Department of Education." ) 5.

"For what purpose will your assessment be used within this unit of study"? a. Entry-level b. Progress-Monitoring c. Summative 6. "Identify and describe the type of assessment. (verbal response, multiple choice, short essay, oral presentation, performance task, and the like") I will use a performance task in order to assess students' understanding of mathematics. I will use two different methods to assess students' understanding. First, I will assess them with a written response. Moreover, I will assess them based on their explanations and corrections of their mistakes in quiz. 7.

"What will your students need to know and/or be able to do to complete the assessment"? To assist the students to succeed in the quiz, I will make them doing their homework and help them to understand the relationships between graphs and equations. The students will also be taught the slope of changes in graphs. 8. "What evidence of student learning will you collect"? I will collect their written corrections and quiz. 9.

"In what ways will the evidence document student achievement of the academic learning goal(s)"? By analyzing the student's initial works as well as their written correction, I will be able to gain a greater understanding on whether the students have been able to achieve a progress towards their learning goals. If they make mistakes during the quiz and they are able identify their errors, I will know that they are learning from their mistakes. 10.

"How will the student assessment evidence be measured or scored"? The quiz worth 17 points: one point is assigned for each part, and students will be asked to correct their quiz. If they make a mistake, they will be asked to redo the exercise. However, if they are able to correct their mistakes properly and learn from their mistakes, I will not remove any point from their marks. However, if they continue making mistakes and not able to learn from their mistakes, I will remove half points from their marks. 11.

"Think about how you will sequence your implementation of the assessment.

Describe your plan for implementing the assessment in the order in which it will occur." "Address each of the following and provide a rationale for each of your decisions": "Teaching strategies including communicating the purpose of the assessment, the scoring criteria, and the procedures for completing the assessment." Student activities Student grouping "Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room" Assessment Implementation Plan Rationale The first strategy is to ask the students to carry out a little physical exercise to make them warm up.

The warming up strategy will make them to be physically and mentally alert. Since this is supposed to be a daily routing, I will instruct them to pay a special attention to the warm up exercise because they will need to take the class lesson after the process. I will inform the students that they should refrain from talking to one another during the warm up process. After they have finished the warming up, I will ask them to be seated.

Then, I will access their prior knowledge by asking them what they have learned from the previous lesson. I will ask them the relationship between graphs and the integers. Moreover, I will guide them on the method that can be used to plot the graph in order to provide information. Furthermore, I will assist the students to be familiar with my learning goals through the lesson plan. I will also review the previous day lesson and focusing on vocabulary, which include y-axis and x-axis.

I will use the direct style teaching to define origin, coordinate plane as well as coordinating graphs. I will deliver different examples to demonstrate the method students will employ to solve problems. I will make the overall class to solve problems by asking them recording their answers on their individual sheet of paper. I will also provide additional examples that will make all students participating in the exercise.

To demonstrate the graphical illustration, I will place the student in row and column to let them understand the use of x and y-axis. I will also ask them to work independently during the class assignment. I will group them in pairs per table. I will randomly group them using their first names. Once the students have been with their partners, I will start the quiz.

During the quiz, they will not be allowed to use notes, and after the quiz, I will provide the correct answers and if any of the group misses a problem, I will explain the mistakes and ask them to redo the exercises. The physical exercise will make the students to be physically and mentally alert. By making them reviewing their previous learning, I will be able to engage them in a more meaningful learning. The method will make them understanding the meaning of the lesson.

Moreover, the method will make the students to understand what they are expected to know at the end of the lesson. The process will assist them identifying important steps as well note-taking process. By reinforcing and encouraging their vocabularies, the students will be more familiar with execution of the academic language. The method will assist them to put words into context and assist them to understand the proper use of words. The method will also assist the students to be able to solve mathematical problems at their levels.

More importantly, the method will make me to identify common problems that students may have and re-teach as necessary. By monitoring their progress, I will make the students refraining from adopting in incorrect way of calculating the exercise that can lead to frustration. The grouping strategy will make the students getting additional support from their co-students .The method will also provide additional opportunities for students to ask questions as well as making them understanding concepts through a verbal reasoning.

The grouping method will assist them feeling comfortable and the method will encourage them working at a reduced space. The grouping will also make the students to learn from one another. The activity will make me to monitor their progress effectively. 12. "In what ways will you share the assessment results with students, families, and other colleagues and support personnel, when appropriate"? I will share the results with students immediately after the exercise so that they will able to correct their mistakes.

Moreover, I will talk to some students individually to make them understand their mistakes and method to correct the mistakes. Additionally, I will explain the correct steps they can use to correct their mistakes. I will ask the students to compare my answers with their answers. Using this process, the students will be able to identify their mistakes and method to correct their mistakes.

I will share the student's results with the families by explaining the performances of their children and how they have been able to align with the academic contents. 13. "In what ways will you use the assessment results"? I will use the student's results to determine the level of their understanding in the class materials. Moreover, I will evaluate where the students are very weak and re-teach these aspects to ensure they fully understand the class materials. 14.

"Is your assessment one that you developed, you adopted, or you adapted from another source such as a district, publisher, Internet, or another teacher"? A. Developed by you B. "Adapted or adopted from another source" C. "Identify the source": 15. "PROVIDE a copy(ies) of the assessment and, if available, the assessment directions, answer key, rubric, scoring guide, and the like." Step 2: "Learning about Students: Whole Class and Two Focus" Students Directions: "An important step in planning assessment is to learn about your students.

Provide information about the whole class in the boxes below." Class Information Age range of students: 10-11 Total number of students: 30 Number of male students: 12 Number of female students: 18 Directions: "Select two students from the class you described above. Select one student who is an English learner and one student who has an identified special need. Consider your selected content area when describing what you learned about the two focus students.

In each of the boxed areas below, provide": "a description of what you learned for each of the students" "an explanation of how the information will influence your academic instructional planning, including assessment" Note: "Single subject candidates for a credential in Languages Other Than English who are delivering instruction entirely in the target language may choose another student with a different instructional challenge rather than an English learner." Student Characteristics Student 1: "An English learner " Why did you select this student? Gender: Female Age: 10 I choose this particular student because she struggles with her language acquisition and having problem with her speech.

Despite the challenges that the student is facing, she still determines to succeed in her academic study. Moreover, she is always quiet in the class. "What did you learn about this student's linguistic background"? The student is a non-English speaker and her parent is from Mexico, however, she is working hard to improve her English. The student has made a tremendous effort to improve her spoken English within the last two years.

I understand from her effort that I should encourage her interacting with other students in order to improve her language skills. To achieve this objective, I will need to pair her with native English speakers during the study units. "What did you learn about this student's academic language abilities in relation to this academic content area"? My assessment about the student is that she is very proficient in mathematics, and the assessment is based on quiz and homework records.

Moreover, my informal observation of the student shows that she have developed a strong understanding of materials and texts. Her test scores and grade show that she is average in class. However, I will continue to deliver her the materials at a medium pace to make her improve. "What did you learn about this student's content knowledge and skills in this subject matter"? The student is average in graph and equation based on her class participation and recent quiz grade.

Thus, her scores place her at a basic level in mathematics. Overall, she is average in mathematics. However, I will use the non-verbal cues to assist her improving in class. "What did you learn about this student's physical, social, and emotional development relevant to this academic content area"? I learn from her parent that that the student needs an individual support. Thus, my planning is to organize a group interaction to accommodate her needs.

Moreover, I understand that the student can benefit from social learning I will group her with 3 or 4 students to assist her benefiting from social leaning. Based on her English deficiencies, the student does not contribute effective when mixing in the group. Apart from this weakness, she does not seem having emotional or physical problem that can hinder her understanding of mathematics.

"What did you learn about this student's cultural background, including family and home, relevant to this academic content area"? Her cultural background does not affect her learning because she receives support from her parents. Meanwhile, I will continue encouraging her parents to assist her in completing her homework. "What did you learn about this student's special considerations, including health issues relevant to this academic content area"? The student does not have any special health issue that can affect her learning. However, I understand that she enjoys learning with co-students.

I will provide the avenue where she will be able to achieve positive relationships with other students. The method will make her improving in her vocabulary. "What did you learn about this student's interests and aspirations relevant to this academic content area"? I learned by interacting with the student that she struggled with mathematics in the past. However, she is still eager to perform excellently in the current academic year.

I will use a reasonable pace to make her developing a positive attitude and reduce a possible setback in her learning. "Describe other information relevant to the academic content area that you learned about the student (e.g., attendance, extracurricular activities, and the like." ). Recently, I noticed that the girl was absent in the class. However, she immediately started asking her classmate the lesson she had missed so that she could catch up with other students. Based on her enthusiasm, she is ready to learn.

Student 2: "A Student with an Identified Special Need" Student Characteristics Student 2: "An English learner " Why did you select this student? Gender: Female Age: 10 I choose this student because the student is an English learner. Moreover, she is a student of special education and faces challenges in processing information compared to other students. The student has an instruction challenge and she is different from other students. However, she is extremely eager to learn like other normal students because she is aiming to leave her special education class.

Moreover, she always visits my class during the math instruction. Typically, she is very social and always confide in me that she loves math. "What did you learn about this student's linguistic background"? I learn from her linguistic background that her mother speaks both Spanish and English. However, the father can only speak Spanish language. Although, the student can speak English, however, she pronounce words slowly because of her instructional challenge. The student is a great kid. She always makes people laugh despite her challenges.

"What did you learn about this student's academic language abilities in relation to this academic content area"? My assessment about the student reveals that she does not have any language disability despite her special instructional development. In essence, she is average in class based on the results of her homework, quiz, accuracy as well as observation. Since the student is comfortable with the content, I will continue to use key vocabulary and repeating the necessary steps visually and orally on the board.

"What did you learn about this student's content knowledge and skills in this subject matter"? The student is good in geometry, graph and equation because her academic results reveal that she is proficient in equation, graph and geometry. The results of her recent quiz grade, test and class participation reveal that she is good in math. In essence, I will continue encouraging the girl and provide her more opportunities throughout my lesson periods.

"What did you learn about this student's physical, social, and emotional development relevant to this academic content area"? Based on my close observation and comment from the special education teacher, the student can be annoyed easily if pushed to the wall. I noticed that one day the student complained of stomachache and started crying. The reality was that one of her classmate got her annoyed did not know the appropriate way to react. However, she seems attentive in class and understand materials presented to her.

Moreover, she likes doing a volunteer work at all time. "What did you learn about this student's cultural background, including family and home, relevant to this academic content area"? Her parents are always supportive to assist her meeting academic needs. Moreover, her parents are devoted Christian and instill a Christian believe in her. I will modify my school planning in order to incorporate the parental involvement.

"What did you learn about this student's special considerations, including health issues relevant to this academic content area"? My observation about the student is that she likes working independently than working in a group. She performs better when working alone. He confides in me one day that she likes attending my class and takes notes whenever she attends my class. Based on my observation, she prefers working with normal student than working with special education class. After attending my class, she will return to the special education class.

In essence, she is very happy that I allow her taking class with normal student. Apart from her special developmental condition, the student does not have any special health problem. "What did you learn about this student's interests and aspirations relevant to this academic content area"? The student confides in me one day that she will like to become a computer engineer. I will modify my educational planning in order to incorporate her computer engineering ambition. The method will create a lasting impression and meaning in the academic content.

"Describe other information relevant to the academic content area that you learned about the student (e.g., attendance, extracurricular activities, and the like." ). The student seems enjoying science class however she informs me one day that she will discontinue attending my science class because of the conflict she normally have in speech class. However, she points out that she will still continue attending the math class.

Step 3: "Assessment Adaptations for Two Focus Students" Directions: "Consider your plan for assessment in Step 1 and what you learned about the two focus students, and the implications for instruction and assessment that you identified in Step 2. Respond to the questions below about the two students." Assessment Adaptation "Assessment Adaptation for Student 1" "What will Student need to know and be able to do to complete this assessment"? Similar to the rest of the other students, the student will require understanding the relationships between equations and graphs.

Moreover, I will lay more emphasis on partner sharing because the student feels more confident on partner sharing than working individually. Moreover, the partner sharing will make her spoken English improving. Assessment Adaptation "Assessment Adaptation for Student 2" "What will Student need to know and be able to do to complete this assessment"? I will implement the same teaching strategy for the student similar with the rest of the class with some minor modification.

For example, I will make a greater focus on independent work for the student since she enjoys working independently than working in group. The system will allow her to process information at a faster rate and will make her be free of disturbances from the co-students. "For the two students, determine what adaptations you will make to this assessment that you have planned for the whole class." "Describe those adaptations for each of the two focus students.

If you determine that no adaptations are needed for a part of the plan for assessment, explain that decision. Respond to the prompts below. For each include": "Your decisions about assessment adaptations "A rationale for those decisions" Assessment Adaptation "Assessment Adaptation for Student 1" "Evidence of student learning you will collect" I will collect the student writing sample to evaluate her previous lesson content. The sample will include differences and similarities of graphic illustration.

To access her previous knowledge in graphic illustration, I will use the chart to collect key concepts learned and compare them with current concepts. Moreover, I will collect the writing sample outlining materials that demonstrate a real life sample. The writing method will assist the student to build her written skills. "How the student assessment evidence will be measured or scored"? I will score her assessment similar to the way I score the rest of the class.

Moreover, the adaptation will not be necessary for the student because she is already performing better in graph and equation. Scoring her work in a different way is not necessary because the student does not have a language deficiency. Assessment Adaptation "Assessment Adaptation for Student 2" "Evidence of student learning you will collect" I will use the homework to assess the student's ability and compare her mark with the marks of other students.

Based on her scores, I will use the illustration and drawing to explain materials since illustration and drawing will be more appropriate in explaining materials for her. In essence, the drawing is more appropriate for students who have instructional development problem. A student of her category will be able to process information through drawing than words. "How the student assessment evidence will be measured or scored"? I will use her drawing skills to measure or score her assessment. The major reason for using this strategy is because her development disability.

I will not use the oral skills to measure her assessment rather I will concentrate on her writing skills.

"The implementation of the assessment, including": "Teaching strategies for communicating the purpose of the assessment, the scoring criteria, and the procedures for completing the assessment" Student activities Student grouping "Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room" Instruction Plan "Assessment Adaptation for Student 1" "Communicating the purpose of the assessment, the scoring criteria, and the procedures for completing the assessment" The student is expected to demonstrate the same level of mastery similar to the rest of the class.

I will communicate the assessment to the student by providing examples that show an exemplary work. Moreover, I will present the rubric and expectations needed to be discussed in the class. Student activities I will modify the writing materials and lesson to place a greater emphasis on writing. I will ask the student to make a chart to reveal the differences and similarities of current and previous chapters.

Moreover, I make the student write how the content can be applied to a real life situation, which will be demonstrated by examples. The student will also be asked to use the white boards, which will assist her delivering her answer visually. Student grouping Since the students is more comfortable working in a group rather than in an individual setting, I will pair her with a group. I will plan group activities for the student to assist her learning strategy.

The method will assist her to take advantage of peer tutoring, which will assist her mastering the primary language. I will reduce her stress by speaking on her behalf in the group. I will also prepare her for the speech vocabulary ahead of time since the student has a speech problem. The strategy will assist her to be well prepared before the lesson. Moreover, the method will assist her pronouncing words more accurately.

"Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room" I will include essentially materials in the white boards in order to deliver non-verbal answers. I will ask the student repeating all the vocabularies similar to the whole class during my direct teaching. The method will be less threatening for the student because of her difficulty in speech. The method will also reinforce her language pronunciation. I will use the choral vocabulary response for the construction of sentences.

I will also ask the student to practice the vocabulary. The kinesthetic response will assist her improving her level of comprehension. "Progress monitoring of student learning" I will use the white board to monitor her progress. I will compare the student's chart with other students. Additionally, I will create an example to demonstrate the method that can be employed to enhance mastery in the content materials. Sharing results of the student learning with I will display the student academic performances in the classroom to empower her sense of belonging.

I will also send her work home in order to inform the parents of the child learning. I will present her work during the parent conference. Instruction Plan "Assessment Adaptation for Student 2" "Communicating the purpose of the assessment, the scoring criteria, and the procedures for completing the assessment" I expect the student to learn and understand materials in the same pace similar to the remainder of the class. I will advise her that she is not required to complete assignment in same pace similar to other students.

I will provide her additional time to complete her assignment due to her slower rate of processing information. Student activities I will make her to understand the content using examples related to computer engineering. Moreover, I will design a quadrant showing hypothetical computer design. I will also have the student identifying the plots that specifies points in drawing in order to create a visual presentation of computer. The method will enhance her greater understanding of the coordinate plane.

More importantly, I will give her an homework that will allow her to design common computer system seeing everywhere. Student grouping I will consider an option of working individually. I will prefer the student to work individually because individual study will assist her to excel rather pairing her up with other students. Moreover, I will allow her to work at her comfortable pace which will allow her moving at the same pace with other classes despite her developmental ability.

The method will assist in eliminating any stressful problem that she might have faced. Moreover, allowing the student to work individually will allow her to ask me question directly whenever encountering any difficult situation. "Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room" The resources I will use for the student will consist of the instructional aide. The working aid will provide an opportunity for her when working with a partner.

The method will allow the student utilizing the vocabulary in an effective way as well as assisting her communicating effectively. I will make her repeating the lesson step with me in order to monitor her ability since the student is more comfortable when I am working with her than working in group. I will use the visual and audio processing aids as the instruction materials. I will reinforce the student with oral instruction. I will also reword complicated words in a simple way to suit her slower information processing ability.

"Progress monitoring of student learning" I will use the instructional aide to assist her when she is available. The student occasionally pays a visit to my classroom and her present will assist in improving the class academic learning. I will also evaluate the student's homework, class work, and quiz to enhance her greater understanding of comprehension. "Sharing results of the student learning with the student and/or the family" I will display her assignment on the class wall in order to let her feel a sense of belonging.

I will also give her a copy of her work and retain a copy for my record, which I will share at the parent conference. Step 4: "Giving the Assessment to the Whole Class, Including Two Focus Students" Directions: "Give the assessment to your class. Collect and score all the evidence of student learning from the assessment. Consider all the assessment responses and select three responses of students other than your two focus students that represent the range of achievement within the class. Label these responses as Student 3, Student 4, and Student 5.

Label the two focus students' assessment responses as Student 1 and Student 2." "Submit all five assessment responses.

Review carefully the evidence of student learning you are submitting." "Briefly, explain why you selected each of the following responses to represent the range of responses in the class": "Note: If the assessment is oral or represents a student performance, provide your description of the students' responses and your written assessment of those responses, including the class as a whole, the three responses that represent the range of achievement in the class, and the two focus student responses." Student Category Assessment "Student 1 (EL focus student)" The student 1 scored 5 from her paper.

An astonishing task despite that she is from a non- English speaker parents. The student has been able to understand the method to answer equation and graphs, and she has also correctly plotted graph from her raw data. Moreover, she has improved dramatically in writing and mathematics. However, I remark in her paper that she uses some words that she actually does not understand. Thus. I encouraged her using simple words in all her writing.

I have also advised her on the appropriate way of using verb tenses because this is the area where she is facing challenges. Despite the flaws in the presentation, the overall marks reveal that the student is learning from her mistakes. Moreover, the student is making a positive step in the right direction. "Student 2 (SN focus student)" Student 2 score Level 3 in math. I expect her reaching Level 4 in order to meet her academic goals. The grading rubric reveals some areas the student needs to improve.

First, she requires presenting paper clearly because she needs to use the logical way of solving the mathematical problem. These are the areas I will need to focus in other to assist her solving math problem. I will focus on the areas the student is having problem in order to assist her moving forward and help her reaching her goals. Student 3 The student 3 is one the top performers in the class. Typically, she involves in all subjects and likes to ask many questions.

Her main weakness is that she is a talkative and like to talk too much. However, she is very creative. I like her personality. She confides in me one day that she likes to be an architect in the future. Student 4 The student 4 is a male average student and he is a very good learner. He understands academic content very well. However, the student only performs averagely in his assessments. The major reason is that he does not devote much time in learning.

He does not put extra effort to learn apart from what he has been thought in the class. Student 5 The student 5 is also one of the male students in the class. He is the most gifted student in the class based on his academic performances. He always excels in mathematics because he always score Level 5. Typically, he has mastered ways of solving problems in equations, graphs and geometry. Step 5: "Analyzing Evidence of Student Academic Learning and the Assessment" Directions: "Consider your responses in Steps 1 through 4.

Think about the evidence of student academic learning from the assessment. Answer the questions below for the whole class and for the two focus students. Remember to cite specific evidence from the five responses that you have submitted. (This includes responses from the two focus students and from the three students you selected to represent the range of achievement with the class)." A. "For the Class as a Whole" 1.

"What did you learn overall about the students' progress toward achievement of the academic learning goal(s) for this part of the unit?" The overall assessment reveals that the student achievements are within their ability. Based on the assessment results, the students achieve different level of success in mathematics and are able to perform at an average level, which is expected of the them based on my teaching effort. The overall assessment shows that students are having a good grasp of the content.

Out of the 30 students in my class, 22 score 33 or higher out of 40 in mathematics. While some students understand the contents right from the beginning, however, some student are still learning from their mistakes. Some students understand the information, however, they still make some careless mistakes. Regretfully, few students are not showing the sign of progress towards the learning goals. However, I am very satisfy with the overall results. 2.

"Describe the extent to which the assessment that you planned allowed students to demonstrate achievement of the academic learning goal(s) for this part of the unit." The overall outcomes of the assessment allow the students to demonstrate the level of their academic learning. Moreover, the assessment allows me to identify the areas the students need improvement. Based on the results and the corrections on their results, the students will be well equipped when dealing with the similar materials in the future.

The results also allow me to understand areas the students require improvement. 1. "Would you make any changes to the directions or to the format of the assessment? Why?" I will not make changes to the assessment because the assessment reveals the evidence of the students learning goals in mathematics. The assessment also allows the students to produce original work that reveals their level of understanding of the contents. 2.

"Would you collect different or more evidence if you were to do this assessment again? Why?" I f I were to carry out this assessment again, I would ask them explaining in sentences and words. By allowing them explaining themselves in a sentence form, they will be able to show that they are making positive steps towards the academic goals. Using this method, I will be able to collect better information om their progress. 3.

"Was the implementation and timing of this assessment appropriate for this class? Why?" The timing and implementation was appropriate for the class because the class has been proficient with the assignment since I had already given them the similar assessment in the past. Moreover, I had given them appropriate time to cover the content of the unit .The evidence of sufficient time was shown from their performances. 4.

"In what ways would a different type of assessment (e.g., verbal response, multiple choice, short essay, oral presentation, performance task) than what you used allow students to demonstrate their achievement of the academic learning goal(s) for this unit?" Different types of assessment would allow the students to demonstrate the achievement of their learning goals. For example, oral presentations and verbal responses would assist them presenting original work. Short answers, multiple choices as well as true and false questions would assist the students demonstrating their achievements.

More importantly, the performances tasks will assist the students to produce original works that I desire for them. B." For Student 1:.