Big Ideas
What are the
enduring
understandings/
essential
questions to be
addressed?
Why assess
student
learning?
How do teachers
decide on what
and how to
assess student
learning?
Skills & Standards
Student & Family
Knowledge
What important
skills/standards will students
learn, practice, or apply?
How will you draw on
students’ ideas, interests
and experiences to connect
students to the big ideas?
The student will be able to:
Lesson one:
 Students share questions
they have about
assessment.
 Diagnostic assessment of
module objectives to
determine student prior
knowledge and
experience with
assessment tools and
their applications.
 Instructor queries
students about rationale
for conducting a
diagnostic assessment.
Explain how current trends
in assessment and
accountability influence
policy and practice in
schools today.
 Compare and contrast
assessments “for” and “of”
learning and justify their
use in classrooms and
schools.
Collect and use multiple
sources of information to
assess student learning
 Understand and use a
variety of informal and
formal, formative and
summative assessments to
determine progress and
plan instruction
 Explain and justify with
examples from your own
teaching and the teaching
of others how standards,
assessment, curriculum,
and instruction are
integrated for the purpose
of supporting student
learning.
Lesson two:
 Students use their prior
knowledge to brainstorm
a list of various
assessment tools.
Lesson three:
 Students examine
content standards in their
own subject area.
Assessment
(Formative &
Summative)
What is meaningful
evidence that students
have understood the big
ideas and reached
proficiency on the
skills/standards?
Formative
1) Diagnostic assessment
of student prior knowledge
related to module
objectives
2) Brainstorm of students’
prior knowledge of varied
assessment tools
3) Quick write on
formative/summative
assessment and RSVP
Summative
1) Unit planning matrix
and rationale reveals
students’ application of
CIAS to a unit design in
their own subject area.
This includes:
 how standards, C, I, and
A are integrated for the
purpose of supporting
student learning (how
and why selected
instructional strategies
support student learning;
how the results of the
assessment guide
specific next steps for
teaching)
Instructional
Strategies
Resources & Materials
What instructional
practices and strategies
will support students to
meet the standards and
grasp the big ideas?
What resources will best
convey the big ideas and
concepts to support skill
attainment?
Lesson one:
 Course overview
 Community building
(introduce a partner)
 Diagnostic
assessment (linked to
course objectives)
Module-based materials
Diagnostic assessment of
course and objectives
Lesson two:
 Interpretation and
analysis of diagnostic
assessment data
 Brainstorm list of
assessment tools and
categorize as “of” and
“for” learning
 Mini-lecture on RSVP,
formative and
summative
assessment tools
 Jigsaw activity on
assessment types
(based on Ormrod
reading)
Lesson Three
 Small group and whole
class discussions
using guiding
questions on the
readings about
standards.
Powerpoint presentation on
RSVP, formative and
summative assessment
(Whittaker, 2002 based on
Ormrod, 2000 cited below)
Powerpoint presentation on
standards (Whittaker, 2002)
Jigsaw matrix on Ormrod
reading
Guiding questions for readings
on standards (see list below)
Unit planning matrix and
assignment rubric with sample
unit planning matrices in
specific subject areas (for
critique)
Standards
Subject Matter Standards
(provided by students)
Samples of various types of
standards used in interactive
lecture
 Construct and provide a
rationale for a variety of
assessment tools
(including rubrics or other
scoring guides, portfolios,
quizzes, and tests) in
specific subject area
teaching
 Apply concepts of
reliability, validity,
practicality and
standardization (RSVP) to
the design of classroom
assessment tools
Establish and communicate
learning goals for all
students
 Explain and contrast the
types and purposes of
standards, goals and
objectives and their
corresponding roles in
planning curriculum,
instruction, and
assessment
 Use grade level subject
matter content standards to
plan short and long term
curriculum, instruction and
ongoing assessment
Use assessments to
support, guide, and reflect
on feedback related to
student learning
 Use assessment tools that
provide students with
meaningful feedback about
their progress
 Examine and use
assessment results to
inform planning of ongoing
instruction.
Lesson four:
 Students bring in their
own ideas about
instruction and
assessment in discussing
the case.
 Students critique sample
matrices in their own
subject areas.
 the distinction between
formative and
summative assessment
tools as assessments
“of” and “for” learning,
 distinctions among and
use of essential
questions, content
standards, and
objectives in planning
instruction and
assessment (specifically
the coherent links within
and across columns in
the matrix)
 ways to diagnose
student prior knowledge
early in the unit and for
continuing to draw on
student’s backgrounds
and interests throughout.
 Interactive lecture on
CIAS links and
standards, goals,
objectives and
essential questions -defining terms and
examining of samples.
Lesson Four
 Discussion of Schultz
case to identify CIAS
and RSVP issues and
dilemmas; and provide
a rationale for potential
solutions.
 Introduction to unit
planning matrix
assignment.
Explanation for
columns (as CIAS
links)
 Critique unit matrix
samples (from
previous semesters)
using assignment
rubric and critiquing
questions
Lesson Five
 Examine graded unit
planning matrix and
rationale
Texts
Ormrod, J. (2000) Assessing
Student Learning, From
Educational Psychology, 3rd
Ed., Merrill: Columbus Ohio,
Ch. 16 pp.632-683
Stiggins, R. (2002)
Assessment Crisis: The
absence of assessment FOR
learning. Phi Delta Kappan,
pp. 758-765.
Thompson, S. (2001) The
Authentic Standards
Movement and its Evil Twin.
Phi Delta Kappan, pp. 358362.
Falk, B. (2002) Standards
Based Reforms: Problems and
Possibilities. Phi Delta
Kappan, pp. 612-620.
Wiggins, G. (1998) Essential
Questions and Curriculum
Template. Excerpts from
Educative Assessment,
Jossey-Bass, San Francisco,
pp. 214-220.
Schultz, S. (1998) Case 5:
Exploring Alternative
Assessment, Groupwork in
Diverse Classrooms. A
Casebook for Educators,
Shulman, Lotan and
Whitcomb (Eds.) Teachers
College Press.
Bond, D. (2000) Lecture notes
and unit test guidelines.
College of Education, San
José State University, pg. 924.