KIN 461 – Assessment Project Assignment
All of the lessons you teach throughout your field experience should include formal assessment (i.e.
measureable, observable, data collection format from a professional source) of at least one learning
objective. Each assessment must include criteria of mastery (i.e. what score results in outstanding,
acceptable, unacceptable). For this project submit your plan for three (3) assessments used on the lessons
you are teaching. The assessments need to address each of the three learning domains, one for each
domain. Identify the objective that is being assessed and what Illinois Learning Standard it is aligned
with. Identify the timing of the assessment and the type of assessment. The last component included
needs to be adaptations you made for students with atypical needs to be assessed.
After the plan has been completed, you will need to provide a rationale for selecting the assessments,
analyses of implementations, analyses of results, and suggestions for improvement for the assessments
you conducted. .
Complete the following tasks:
1. Please put your assessment plan in a table like the one below. Attach blank copies of each of your
assessments with their reference citations. Be sure that at least two of your assessments are
performance-based assessments (something other than a quiz or verbal questions) . [S5.1; S5.2]
Learning Domain/
Learning Objective/ IL
Learning Goal, Standard,
Benchmark, Descriptor
Domain:
Assessment Timing – Pretest, Formative, or Posttest
Assessment Type
Assessment Adaptations
Learning Obj:
IL Learning
Goal/Standard:
Domain:
Learning Obj:
IL Learning
Goal/Standard:
Domain:
Learning Obj:
IL Learning
Goal/Standard:
2. Provide a rationale for the assessment plan [S5.2, S5.3]. Explain:
1) Why each assessment is valid for the learning objective (i.e. how does the assessment
demonstrate whether students are have met the objective)
2) How /why each of the assessment would provide reliable and fair results?
3) How/why contextual or learner factors contributed to your selection of each of your assessment?
4) Why you planned the adaptations and how the adaptations would enable individual students to
demonstrate what they know or can do for each assessment?
3. Create table/chart and present the results for each assessment without student names (i.e., your
student scores). Each chart/table should include: the objective, the domain, the IL Learning standard,
the student scores, and summary of results [S5.2]. E.g.,
Domain: Affective
Assessment: Responsible Play rubric
Il Learning Goal/Standard: 21B.F.5 – respects
decisions made by others in activity concerning
rules, procedures, and process
Student
Score
1
4
2
2
3
3
4
1
5
3
20% (n=1) performed at the outstanding level
60% (n=3) performed at the acceptable level
20% (n=1) performed at an unacceptable level
4. Present a thorough analysis and evaluation for each assessment [S5.2; S5.3] and include the
following:
a. A brief description of the assessment context (what unit? What lesson? # of student? Special
needs students? Facilities? Time? Etc.)
b. Clearly describe how you administered the assessment (when? How were
students/equipment/space organized for the assessment? How many trials or for how long did
you observe? How did you record results? Etc.)
c. An analysis of the administration/implementation (How did it go? Would you change
anything? If so, why/what/how?). Include how the adaptations you made worked or didn’t
work.
5. Provide an analysis and evaluation of what the results tell you about student achievement of the
learning objectives? [S5.3]
a. Use your student results specifically to support your conclusions
b. Which objective(s) were most successfully achieved? What have students learned? Why?
c. Which objective(s) were least successfully achieved? What have students not learned?
Why?
6. An explanation of how you used the assessment results OR could use them in future lessons (e.g., a.
modification of learning tasks; b. modification of instruction; c. modification of assessment
instrument). Be specific. [S5.3]
Student Name:
Indicator Unacceptable (1) Evaluation Rubric Acceptable (2) Learning
Domain/
Learning
Objective/ IL
Learning Goal,
Standard,
Benchmark,
Descriptor
Description of
the type of
assessment
Learning objective may be
written in non-observable or nonmeasurable terms. The listed IL
Learning Goal, Standard,
Benchmark, or descriptor does
not align with the listed learning
objective.
Each learning objective is
observable and measurable. It is
correctly aligned with the listed
IL Learning Goal, Standard,
Benchmark, and Descriptor.
Less than two of the assessments
are performance-based. Any of
the assessments are inappropriate,
inadequate, or missing for the
objectives.
At least two of the three
assessments are performancebased and is appropriate and
adequate for the objectives.
Description of
the adaptations
for the
assessments
The adaptations are inadequate or
inappropriate for the type of
assessment and/or of limited
value in helping all learners
demonstrate their
knowledge/skills.
The rationale fails to discuss one
or more of the assigned
components or does not provide
an adequate or appropriate
explanation of the alignment of
the assessment with instructional
objectives and/or does not
explain how it reflects an
accurate, consistent, and fair
evaluation of student learning.
The rationale describing how the
adaptation will enable individual
students to demonstrate what they
know is limited or does not
reflect an understanding of the
difficulties students may
encounter when completing the
assessments.
The adaptations are adequate,
appropriate for type of
assessment, and enable all
learners to demonstrate their
knowledge/skills.
Visual representation of data is
missing results for each learning
objective, and/or the data are
incomplete or contain errors in
calculations.
Visual representation of data is
complete, the results for each
learning objective are included,
and the calculations are correct.
Rationale for
the assessment
plan
Visual
representation
of postassessment
results
The rationale provides an
adequate and appropriate
explanation of the alignment of
the assessments with instructional
objectives and adequately
describes how it reflects an
accurate, consistent, and fair
evaluation of student learning.
Contextual factors that influenced
the assessment selection are
adequately discussed. The
rationale describing how the
adaptation will enable individual
students to demonstrate what they
know is adequate and reflects an
understanding of the difficulties
students may encounter when
completing assessments.
Target (3) Each learning objective is
observable and measurable and
includes the criteria for success
and condition for the assessment.
It is correctly aligned with the
listed IL Learning Goal,
Standard, Benchmark, and
Descriptor.
At least two of the three
assessments are performancebased and will enable the
candidate to gather highly
relevant and comprehensive data
about students’ knowledge and
skills in meeting the objectives.
The adaptations are varied,
appropriate for the type of
assessment, and enable all
learners to fully demonstrate their
knowledge/skills.
The rationale provides a
comprehensive and insightful
explanation of the alignment of
each-assessment with
instructional objectives and
includes a thorough and clear
discussion of how it reflects an
accurate, consistent and fair
evaluation of student learning.
Contextual factors that influenced
the assessment selection are
clearly and comprehensively
discussed. The rationale
describing how the adaptation
will enable individual students to
demonstrate what they know is
insightful and reflects a
sophisticated understanding of
the difficulties all students may
encounter when completing the
assessments.
Visual representation of data is
complete, results for each
learning objective are included,
the calculations are correct, and
the data is presented in a way that
facilitates analysis.
Score Basic and relevant Interpretation
of the data relative to its
implications for students’ future
learning and performance is
provided. Basic and relevant
Interpretation of the data relative
to its implications for future
teaching is provided.
A detailed and thorough
description of the context in
which each assessment was
administered is provided.
Specific implementation of the
assessment is described in clear
and rich detail. How the
assessment administration went,
why, and what changes in
administration are needed are
clearly discussed in detail with
specific examples provided. An
insightful and detailed discussion
of how the adaptations worked is
provided.
Detailed and thorough
description and examples of
students’ success in meeting
objectives were provided with
highly relevant and
comprehensive supporting data.
Detailed, accurate, and insightful
analysis and evaluation of student
performance and progress toward
meeting lesson objectives in
light of the assessment data are
provided.
Detailed and thorough
description and examples of
students’ difficulty in meeting
objectives were provided with
highly relevant and
comprehensive supporting data.
Detailed, accurate, and insightful
analysis and evaluation of student
performance and their failure in
meeting lesson objectives in light
of assessment data are provided.
Insightful and relevant
Interpretation of its data relative
to its implications for students’
future learning and performance
is provided. Insightful and
relevant Interpretation of its data
relative to its implications for
future teaching is provided
Content is sufficiently organized,
cohesive, and coherent within
each section. Paper is written
well; it contains appropriate
paragraphing, complete
sentences, and no or few errors in
spelling, punctuation, or
grammar.
Content is well organized,
cohesive, and coherent
throughout the paper. Paper is
exceptionally well written; it
contains no mechanical, spelling,
or grammatical errors and
includes a variety of sentence
structures.
Description of
the assessment
context, how the
assessment was
administered,
and how the
assessment
implementation
went
The description of the context in
which each assessment was
administered is inadequate,
unclear, or missing. How each
assessment was administered is
unclear or missing. How the
assessment administration went is
not discussed or discussed with
little detail. A discussion of how
the adaptations worked is missing
or inadequate.
The context in which each
assessment was administered is
adequately described. How each
assessment was administered is
clearly described. How the
assessment administration went,
why, and what changes in
administration are needed are
sufficiently discussed. An
adequate discussion of how the
adaptations worked is provided.
Analysis and
Evaluation of
Student
Learning- Most
successful
learning
objectives
Description or examples of
students’ success in meeting
objectives were inaccurate,
inappropriate, missing and/or not
supported by data. Analysis and
evaluation of student
performance and their progress
toward meeting lesson objectives
in light of the assessment data are
limited, missing, or inaccurate.
Adequate and appropriate
description and examples of
students’ success in meeting
objectives were provided with
appropriate supporting data.
Basic and accurate analysis and
evaluation of student
performance and their progress
toward meeting lesson objectives
in light of the assessment data are
provided.
Analysis and
Evaluation of
Student
Learning Least successful
learning
objectives
Description or examples of
students’ difficulty in meeting
objectives were limited or
missing and/or not supported by
data. Analysis and evaluation of
student performance and their
failure to meet learning
objectives in light of the
assessment data are limited,
missing, or inaccurate.
Adequate and appropriate
description and examples of
students’ difficulty in meeting
objectives were provided with
appropriate supporting data.
Basic and accurate analysis and
evaluation of student
performance and their failure to
meet lesson objectives in light of
assessment data are provided.
Implications of
the data for
student learning
and future
teaching
Interpretation of the data relative
to its implications for students’
future learning and performance
is limited, not relevant, or
missing. Interpretation of the data
relative to its implications for
future teaching is limited, not
relevant, or missing.
Organization of
content
Spelling,
grammar,
sentence
structure, and
writing
mechanics
Content lacks logical
organization and is difficult to
follow. Paper is not written well;
it contains excessive errors in
spelling, punctuation, and/or
grammar. Common errors include
incomplete sentences, sentence
fragments, run-on sentences,
comma splices, noun/pronoun
disagreement, incorrect word
forms, etc.
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