Course/Group:_________________________

Name(s)/District(s):__________________

Assessment Planner/Item Map

Directions:
Identify
the
concrete
Learning
Targets
students
are
expected
to know or
be able to
do that
would
signify
attainm ent
of the
standard.

Write the
content or
Com m on
Core
standard
you w ill be
m apping
your
assessm en
t to in the
space
provided.

Table A

Decide
w hat type
(Know ledg
e,
Reasoning,
Skill, or
Product) of
Learning
Target.

M atch the
appropriat
e
assessm en
t m ethod
with your
Learning
Target (see
Table A
below for a
resource).

Assign a
w eight or
num ber of
points for
each
assessm en
t m ethod
(if a rubric,
attach a
copy of
the
criteria)

Provide
estim ated
am ounts
of tim e
needed to
com plete
the
assessm en
t item s.

Build the
assessm en
t using
your
Assessm en
t
Planner/Ite
m M ap as
a guide.

Links Among Learning Targets and Assessment Methods (adapted from Classroom Assessment for Student

Learning, Stiggins, p.100.)

Learning Target
Type
Knowledge Mastery

Reasoning Proficiency

Skills

Assessment Method
Selected Response

Constructed Response

(M/C, T/F, Matching,

Short Answer, Fill-in-Blank)

Good match for assessing

mastery of elements of
knowledge.
Good match only for assessing
understanding of some
patterns of reasoning.

Good match for tapping

understanding of relationships
among elements of knowledge.
Written descriptions of complex
problem solutions can provide
a window into reasoning
proficiency.
Not a good match. Can assess mastery of the knowledge
prerequisites to skillful performance, but cannot rely on these to
tap the skill itself.

Regional Assessment Development 2012adapted from Classroom Assessment for Student Learning,Stiggins et.al.

Performance
Assessment
Not a good match.

Can watch students solve

problems and infer reasoning
proficiency.
Good match. Can observe &
evaluate skills as they are
being performed.

Assessment Planner/Item Map

Ability to Create Products

Not a good match. Can assess

mastery of knowledge
prerequisite to the ability to
create quality products, but
cannot use to assess the
quality of the products
themselves.

Strong match when the product

is written. Not a good match
when the product is not
written.

Good match. Can assess the

attributes of the product itself.

*Include source, complete text, & other identifying information

Content/Common Core
Standard

Learning
Target

Target
Type

Assessm
ent
Method

Total
Items

Weight
/
Points

Total
Time

Example: Acquire vocabulary associated with the

physics of sound

Knowledge

SR
(Matching)

2 pts. each

5 min.

Regional Assessment Development 2012adapted from Classroom Assessment for Student Learning,Stiggins et.al.

Assessment Planner/Item Map

Assessment Method Key: SR (Selected Response), CR (Constructed Response), PA (Performance Assessment)

Rationale for Learning Content

Rationale for Item Distribution

Regional Assessment Development 2012adapted from Classroom Assessment for Student Learning,Stiggins et.al.

Assessment Planner/Item Map

Important Notes/Other Considerations

Regional Assessment Development 2012adapted from Classroom Assessment for Student Learning,Stiggins et.al.