Teacher Work Sample:

Assessment Plan

The teacher uses multiple assessment modes and approaches aligned with learning goals
TWS Standard
to assess student learning before, during, and after instruction.

You will design an assessment plan to monitor student progress toward learning goal(s). You
should utilize multiple assessment modes and approaches that are aligned with your Learning
Overview Goals. You will develop measures to assess student learning before, during, and after
instruction. Your assessments should authentically measure student learning and may include
performance-based tasks, paper-and-pencil tasks, or personal communication.
  Part 1: Make your assessments
Pre/Post Assessments:
You will create a Pre-assessment and a Post-Assessment for your 5 day unit and include the
actual assessments and the answer keys/scoring guide/rubric in this section. Assessments
that students completed will be placed in the appendices. In order to generate usable data, you
MUST have the Pre- and Post-assessments aligned; therefore, the closer these two documents
are to each other, and are scored using the same criteria, the more reliable and consistent your
actual data will be. Your assessments will need to be carefully constructed to be sure your
questions and activities will yield valid data and; thus, are actually measuring the intent of your
learning goal. For each question on your pre- and post-assessments, you should indicate
which learning goal you are measuring.

Clearly explain how you will evaluate or score pre- and post-assessments, including criteria you
will use to determine if the students’ performance meets the learning goals. Include copies of
Prompt assessments, prompts, and/or student directions and criteria for judging student performance
(e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer
key). You will turn in your answer key/rubric etc. with your assessments.

More about Pre-Assessment: This is the initial assessment tool that you employ to gather
student data before you begin instruction. This is important because it provides you with an
indication of the students’ prior knowledge and baseline data that you can use to modify your
instruction. You will administer this assessment several days prior to actually teaching your unit to
allow time for you to reflect and revise your instruction.

More about Post-Assessment: This is your final assessment tool or summative assessment and
should be directly linked to your pre-assessment instrument. The closer that these two
instruments match and are scored using the same criteria, the easier it is to compare the data
and demonstrate that your instruction has, in fact, impacted student learning. Each item should
correspond directly to the same Learning Goals that were addressed on your pre-assessment
instrument.
 Formative Assessments:
Create formative assessment measures that will provide information about student progress
towards the learning goals. It is important for you to plan assessments that use multiple and
varied methods or modes for assessing students such as performance assessments, projects,
labs, etc. that tap into different Bloom levels of learning. You will likely make adjustments to your
formative assessment plan as you design your instruction; however, you should develop some
initial general formative assessments for this section.

More about Formative Assessments: These consist of a range of assessments that you use on
a regular basis during your daily lessons to make certain that you are gathering data on your
students’ understanding of the material.

 These may be formal assessments like quizzes and tests or informal such as checklists,
peer assessments, self-assessments, project rubrics and exit slips.
 Their purpose is to provide you with additional information so that you can modify
instruction if necessary and to provide data that you can use in your Analysis of Student
Learning section and your Reflection and Self Evaluation section as well.
 These can be especially helpful when you analyze the performance of your two
individual student cases in your ASL.
 Also, be sure to keep copies of all assessments completed by your students. You will be
asked to include these artifacts in the Appendices section.

 Part 2: Provide an overview of the assessment plan

The purpose of this overview is to depict the alignment between learning goals and assessments
Prompt and to show adaptations to meet the student needs previously discussed in your contextual
factors.

Make A Chart that illustrates how each learning goal is aligned with a part of your Pre-
Assessment Instrument, Formative Assessments, and Post Assessment Instrument. Your
overview should illustrate the direct link between your assessment questions/activities and your
learning goals. Your chart should include a column that explains how you will differentiate or
adapt your assessments for any students who need accommodations and should link back to
your contextual factors (See sample format below). Your accommodations should vary depending
on the assessment task.

Learning Goal Assessment Format for Accommodations

Assessment
1.0 Define special A) Pre-Assessment A). Questions 1-4 in IEP students will work with an
terms used in poetry. Pre-Assessment aide to have test read aloud.
provide a definition and
student must select the
correct term.
Students Y and Z (who have
B). Students will use an written language problems
B). Formative understanding of poetic discussed in the contextual
Assessment terms to create a poem. factors section) will work
together on the computer to
C.) Questions 1-4 on compose a poem.
Post-Assessment that
provide key poetic
C). Post Assessment terms and students
must identify the
appropriate definition.
  Part 3: Narrative
This narrative consists of an explanation of how you constructed your Pre/Post assessments and
how they correlate with each of your Learning Goals. For example, you should discuss why you
chose the questions or activities you included. This will be followed by a discussion of your key
formative assessments and a brief discussion of why you selected them and how you will use
them during your sequence of lessons. You should specifically discuss the capacity of your
assessments to provide data about your students’ progress towards the learning goals. It would
also be appropriate for you to hypothesize regarding instructional changes you might anticipate
making.

Suggested Length: 3-5 pages (not including your assessment and scoring guides)

 Create an Assessment Plan that engages students in meaningful tasks. Make certain to
have a variety of accommodations for students with IEPs or any other students who need
assistance, adaptations, or differentiation.

Create a pre-assessment and post-assessment that result in measurable scores or

ratings. Make sure all items are aligned (on pre- and post-assessment) and link to a specific
learning goal.
Tips for
Success  Develop a scoring procedure or rubric and use the same key or rubric to assess both pre-
and post-assessments.

 Include a range of multiple formative assessments. You will begin your unit with lower
level Bloom tasks and increase the difficulty of tasks later in the unit. Incorporate a range of
formative assessments: paper/ pencil quizzes, authentic assessments, performance
assessments, etc.
 Student Name: Date:
TWS Rubric:
Assessment Plan Assessor Name:

Indicator Not Met Minimally Met Indicator Partially Met Indicator Met Score
0 pts 1pt 2 pts 3 pts

1. Inclusion of No components are One or more components One or two elements are missing as Each component includes the following elements, as
Required Elements apparent. or more than three required by the prompt. outlined in the prompt:
elements required by the
prompt are missing.
Part 1: Make your assessments
 Pre-assessment with learning goals indicated for each question or activity
 Scoring guide
 Post-Assessment with learning goals indicated for each question or activity
 Scoring guide
 Formative Assessment activities for each learning goal
Part 2: Overview of the assessment plan
 Chart with:
o Learning goal
o Assessment (pre, post, formative)
o Questions/Activities specified for assessment
o Accommodations
Part 3: Narrative
 Explanation of how Pre/Post assessments constructed and how they correlate on each Learning Goal.
 Discussion of key formative assessments including a brief rationale regarding selection, use in lessons, and alignment with learning goals.
 Description of anticipated insights gained from assessments and influence on instructional plan.

Component is missing. Content and methods of Some of the learning goals are Each of the learning goals is assessed through the
assessment lack assessed through the assessment assessment plan; assessments are congruent with the
congruence with learning plan, but many are not congruent learning goals in content and cognitive complexity.
goals or lack cognitive with learning goals in content and Formative assessments well aligned with learning goals and
2. Validity: complexity. Formative cognitive complexity. Formative have excellent capacity to provide data regarding student
Assessments assessments are assessments are partially aligned progress on learning goals.
Aligned with missing, minimal, do not with learning goals and have some
align with learning goals capacity to provide data regarding
Learning Goals and/or have the capacity student progress on learning goals.
to provide minimal data
regarding student
progress on learning
goals.

3. Clarity .Component is missing or not Scoring procedures are Some scoring procedures are Scoring procedures are explained; items or prompts are
evident. absent or inaccurate; explained; some items or prompts clearly written; directions and procedures are clear to
 items or prompts are are clearly written; some directions students.
poorly written; directions and procedures are clear to
and procedures are students.
confusing to students;
the assessments contain
no clear criteria for
measuring student
performance
Component is missing or not The assessment plan The assessment plan includes The assessment plan includes multiple assessment modes
evident. includes minimal multiple modes but all are either (including performance assessments, lab reports, research
4. Multiple Modes assessment modes and pencil/paper based (i.e. they are not projects, etc.) and assesses student performance
does not assess students performance assessments) and/or throughout the instructional sequence. Assessment plan
and Approaches before, during, and after do not require the integration of requires the integration of knowledge, skills, and reasoning
instruction. knowledge, skills, and reasoning ability.
ability.

Component is missing. Little or no Accommodations to assessments Accommodations made to assessments are appropriate to
accommodations are limited or redundant. meet the individual needs of students. Accommodations
included or Accommodations are partially linked described are consistent with characteristics discussed in
5. Accommodations accommodations are to characteristics discussed in the the contextual factors section.
Based on the inadequate or contextual factors section.
inappropriate.
Individual Needs of Accommodations are not
Students linked to characteristics
discussed in the
contextual factors
section.

6. Writing Quality  Organization: No  Organization: Lack
organization in that no
paragraph demarcation
is apparent
 Style: No attention to
style, contains on-going
sentence errors that
consistently obscure
meaning, reoccurring
issues with run-on
sentences, comma  Style: May lack
splices and sentence
fragments. Tone is
informal and
inappropriate, multiple
errors in word choice
and diction.
 Usage and
Mechanics:
 Organization: Coherent  Organization: Coherent, clear narrative and
of coherent narrative and paragraph paragraph structure; appropriate headings and
structure in structure; may lack appropriate transitions between ideas are present.
narrative and/or headings and/or transitions
paragraphs between ideas.  Style: Varied sentence structure is appropriately used
to enhance meaning; conscious attention to phrasing
interferes with
 Style: Some varied sentence and word choice is evident.
meaning. Headings
structure; run-ons and/or
and/or transitions  Usage and Mechanics: Demonstrates mastery of
sentence fragments present;
between ideas are grammar, punctuation and spelling; few mechanical
some attention has been paid
not present. errors are present and do not impact meaning.
to phrasing and word choice.
Appropriate verb tense used throughout. Any in-text
sentence variety  Usage and Mechanics: citations are properly formatted.
and/or contain Demonstrates reasonable use
serious problems of grammar, punctuation and
with run-ons and spelling; some mechanical
sentence errors are present. Appropriate
fragments. verb tense used throughout.
Inappropriate word
choice and diction.
Demonstrates
consistent substandard  Usage and
use of grammar, Mechanics:
punctuation, and Demonstrates
spelling; consistent substandard use of
errors that interfere with grammar,
meaning. Verb tense punctuation and
inappropriate. In-text spelling; multiple
citations are improperly mechanical errors
formatted. interfere with
meaning. Verb
tense inconsistent
and/or
inappropriate. Any
in-text citations are
improperly
formatted.
Total Points Possible=18 pts Passing Score=14 pts Total