LESSON PLAN

Assessment Planning

I-  What is an Assessment Plan?

An assessment plan is an outline that includes all relevant portions of an assessment project, tying together each step of an assessment project in consideration of the context in which the assessment will occur.

II-  Why Create an Assessment Plan?

There are a variety of reasons why it is a good idea to create an assessment plan in your program.  A few examples are:

1. Having a well-written assessment plan reduces the amount of time you will ultimately have to devote to conducting your assessment project, since it can clarify tasks and timelines.
2. An assessment plan provides a framework to guide your assessment project, ensuring everyone is on the same page and is clear on their individual responsibilities and the overall timeline.

• Allows for the consideration of all parts of an assessment project and critical analysis of how the different pieces fit together and can best be implemented to achieve the desired goals of assessment.

• May help predict potential issues with the project, allowing for correction before implementation rather than responding reactively.

3. An assessment plan provides a dynamic map for your assessment project, allowing for better flexibility as you implement your project and more reasoned responses to issues that may arise.
4. An assessment plan is a good way to start conversations among relevant stakeholders (i.e. faculty, staff, students) about not only assessment, but also about teaching, learning, curriculum, etc. in your program.
5. Clear assessment plans also provide dedicated time and space to consider the continuity of your overall assessment plan:

• How does this year’s assessment project connect to previous assessment and the program’s plans for future assessment?
• Is the program assessing all learning outcomes in a reasonable amount of time (5-7 years)?
• How does assessment fit into other aspects of the program and programmatic priorities for the future?
• Is your assessment program well-aligned with external expectations (for example, strategic planning initiatives or other institutional directions, professional standards, etc.)

6. An assessment plan is an opportunity to ensure that you have “your ducks in a row.”

• What resources will be required to carry out the assessment project?
• Do you have the appropriate resources (ex. faculty time, financial resources, space, etc.) lined up to implement your assessment project?

III-  TOOLS AND STRATEGIES

1.  ASK THE STUDENTS TO REFLECT

During the last five minutes of class ask students to reflect on the lesson and write down what they’ve learned. Then, ask them to consider how they would apply this concept or skill in a practical settings.

2.  USE QUIZZIES

Give a short quiz at the end of class to check for comprehension.

3. ASK THE STUDENTS TO SUMMARIZE

Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise.

4.  HANDS SIGNED

Hand signals can be used to rate or indicate students’ understanding of content. Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding. This strategy requires engagement by all students and allows the teacher to check for understanding within a large group.

5.  RESPONSE CARDS

Index cards, signs, whiteboards, magnetic boards, or other items are simultaneously held up by all students in class to indicate their response to a question or problem presented by the teacher. Using response devices, the teacher can easily note the responses of individual students while teaching the whole group.

6.  FOUR CORNERS

A quick and easy snapshot of student understanding, Four Corners provides an opportunity for student movement while permitting the teacher to monitor and assess understanding.

The teacher poses a question or makes a statement. Students then move to the appropriate corner of the classroom to indicate their response to the prompt. For example, the corner choices might include “I strongly agree,” “I strongly disagree,” “I agree somewhat,” and “I’m not sure.”

7.  THINK-PAIR-SHARE

Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class.

8.  CHORAL READING

Students mark text to identify a particular concept and chime in, reading the marked text aloud in unison with the teacher. This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice phrasing, pacing, and reading dialogue.

IV- RUBRICS

	Excellent	Competent	Needs work
Knowledge/ Understanding 20%	The presentation demonstrates a depth of historical understanding by using relevant and accurate detail to support the student’s thesis. Research is thorough and goes beyond what was presented in class or in the assigned texts.	The presentation uses knowledge which is generally accurate with only minor inaccuracies, and which is generally relevant to the student’s thesis. Research is adequate but does not go much beyond what was presented in class or in the assigned text.	The presentation uses little relevant or accurate information, not even that which was presented in class or in the assigned texts. Little or no research is apparent.
Thinking/ Inquiry 30%	The presentation is centered around a thesis which shows a highly developed awareness of historiography or social issues and a high level of conceptual ability.	The presentation shows an analytical structure and a central thesis, but the analysis is not always fully developed and/or linked to the thesis.	The presentation shows no analytical structure and no central thesis.
Communication 20%	The presentation is imaginative and effective in conveying ideas to the audience. The presenter responds effectively to audience reactions and questions	Presentation techniques used are effective in conveying main ideas, but a bit unimaginative. Some questions from the audience remain unanswered.	The presentation fails to capture the interest of the audience and/or is confusing in what is to be communicated.
Use of visual aids 20%	The presentation includes appropriate and easily understood visual aids which the presenter refers to and explains at appropriate moments in the presentation.	The presentation includes appropriate visual aids, but these are too few, in a format that makes them difficult to use or understand, and/or the presenter does not refer to or explain them in the presentation.	The presentation includes no visual aids or visual aids that are inappropriate, and/or too small or messy to be understood.  The presenter makes no mention of them in the presentation.
Presentation skills 10%	The presenter speaks clearly and loudly enough to be heard, using eye contact, a lively tone, gestures, and body language to engage the audience.	The presenter speaks clearly and loudly enough to be heard, but  tends to drone and/or fails to use eye contact, gestures, and body language consistently or effectively at times.	The presenter cannot be heard and/or speaks so unclearly that s/he cannot be understood. There is no attempt to engage the audience through eye contact, gestures, or body language.