Curriculum based summative assessment design
Part 1, 2, & 3
EDU645: Learning & Assessment for the 21st century
The learning objective is for the students to be able to identify the letters of the alphabet
no matter what order they are presented and to be able t recognize and name all of the uppercase
and lowercase letters. I also want my students to be able to associate the correct sounds with the
correct letter and to be able to recognize them in a small letter form. I want them to be able to
sound out the letters and get small words pronounced correctly. Lastly I want the students to be
able to print the letters of the alphabet in uppercase and lowercase correctly.
The way that I knew learning was occurring was that the students were progressing in
their letter reorganization. They were able to say the letter when it was shown to them in
uppercase and lowercase and get most of them correctly, they were able to make sounds of most
and they were also able to print some letters in uppercase and lowercase.
I will go over the alphabet with the students as a group to give them a idea of what they
will be learning, after that I will work with them with flashcards in a group but giving them the
opportunity to participate and then I will have them go of individually and participate in some
computer games and do work sheets to assist them with their learning of the letters, sounds and
The adjustments that I made in my instruction is making the teaching and learning
instructions and projects fit the needs of all the students including those that may have learning
disabilities. I also made time in my instructional process for those that may have needed more
individual time from me.
The technology will contribute to student preparation by allowing the students to engage
in different learning activities online that have to do with the alphabet and allowing them to
move at their own pace so nothing is missed. It also allows for them to do their own assessment
because the students cannot move to the next level in the games and activities until that level is
The grade level that I will with will be Kindergarten and the subject is Literacy. The
Kindergarten subject level is CCSS.ELA-Literacy.R.F.K. which “demonstrates the
understanding of organization and basic features of print” (CCSSI,2015). I will make sure that
my learning objectives are clear to my students because by, “developing clear learning objectives
it can also help develop conceptual understanding for cognition” (Newman, R., 2013).
Students should be able to correctly identify, sound out and pronounce more than half of
- Find all the uppercase letters: Alphabet identification, Level 1 DOK
- 1 A C 5 K j o M P W z Y S t U v 9 e F a k i
- Find all the lowercase letters: Alphabet identification, Level 1 DOK
- M w x 3 6 p l C e F f K R t Z 2 I Q h 7
- As I point to each uppercase letter give me the correct letter name: Alphabet identification, Level 1 DOK
- A H S T U V E L Q X F D O J O P M N C K Y R W
- As I point to each lowercase letter give me the correct letter name: Alphabet identification, Level 1 DOK
- a g h r p l x b j f t m o d y i w e b h c u v n k q
- What is the sound that each letter makes: Letter sound identification, Level 2 DOK
- b d a c B M s T D A W v E K L j q F i G L U
- Put the sounds of the letters together to pronounce each word: Blending letter sounds into words, Level 3 DOK
- Dog Cat Ball bird Apple white hat car Sky fish Kite
the letters and words. Each one that they get correctly will be considered as one point and
there is a possibility of 100. This will all be the things that the students have worked on and
have been able to practice during class with the whole class as a group, with their fellow
classmates and individually in class and at home so it should be a great chance that they all get 90 points or higher.
The way that I will define mastery is by the students getting at least 90 points or
higher. They will still pass the assessment at 80 points but mastery is set at 90 points. As a
group we will learn the new letters together and then they can do activities in small groups and
then I will proceed to assessments in seeing if they not only learned what I was teaching but
also that they understand. My students with SLD will make sure that I have individual time set
aside for them to work with their reading disabilities and seeing what worksheets and activities
that they can do aside from those that the other students are doing. Students with SLD are
educated using a variety of approaches including individual, small and large group instruction
(Programs for Students with Specific Learning Disabilities). For my student with ADHD I will
make sure that my instructions are easy for them to understand and I will try to make every
lesson for them a visual one with charts, graphs, etc so that way it will help to keep their
attention and I will try to keep them away from distraction by giving them a corner that they
can work in. For my student with ELL I will make sure to obtain videos even if it’s with my
own money that translate from their language into English the letters and small words. I will
also have many different computer games and apps that will help them in the transition
in learning the alphabet in English. For the most part I will practice the I do, we do, you do
technique to make my students independent and confident in their own work. Summative assessments are assessments that are utilized by the teacher to document how well
the students have mastered a skill at the end of (Herppich, S.et al., 2014 ).
I will use the evidence that I collect to better my instruction for the next year’s class,
by seeing what students had a hard time with and what they did not understand per my
instructions and activities. I will also use the evidence collected to help me with what the
next learning activities and instruction should be.
Common Core State Standards Initiative (2015). www.corestandards.org/ELA-Literacy/RF/K/1
ISTE (2015) www.iste.org/standards/standards-for-students
Herppich, S., Wittwer, J., Nückles, M., & Renkl, A. (2014). Addressing knowledge deficits in tutoring and the role of teaching experience: Benefits for learning and summative assessment. Journal Of Educational Psychology
Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, Ca. Bridgepoint Education, Inc.
Programs for Students with Specific Learning Disabilities. www.sped.dpi.wi.gov/sped_ld
of just about every childs day to day living. Teachers are an important aspect in a students life because they provide the necessary teachings and tools for the students to be able to go
- The summative assessment
- Summer Mullen
- EDU645: Learning & Assessment for the 21st century
- Instructor: Sandra Calderon
- September 14, 2015
- As we know school is important and vital for children. School is an important part
higher in grades and to survive out there in the real world using the information that they have
In order for a teacher to do their job correctly and in the most effective manner they
have to know what it is that they want the students to not only learn but to understand and how
they will get that information across and how they will measure the mastery of what has been
taught. This is where the lesson plans and the instructional plan design come in. In doing
so the teachers need to make sure that they follow essential elements which will soon lead
up to the assessments that will later be used to determine mastery of the subject. Those essential
elements are the following:
provide materials and activities that are well organized and that they are formed around the
- 1.For the teacher to teach the objective to the students
- 2.For the teacher to use psycho-neural principles of learning with the students
- 3.For the teachers to monitor the students as they work through the instructional plan
- and for the teacher to make any adjustments to fit the unique learning styles of the
- 4.For the teacher to select certain objectives at the C.L.O.D (correct level of difficulty)
- The purpose of high quality instructional plan is to ensure that teachers are able to
subject that they are trying to teach. Also to make sure that the students are obtaining and
understand the subject at hand that is being taught and that they are growing in the process.
I will go over the alphabets with the students as a group (I do). Then I will do the
flashcards and let them tell me what the letter or the word is (we do) and then they will do an
exercise on their own and have to identify the letters or small words on their own (you do).
I will reach my students and use differentiated instruction by allowing some
students to use letter books to review the upper and lower case letters of the alphabet and
small words, other students will be able to interact with letter computer games like “Alpha
Pig”, “Lickety Letter Bingo” or “Alphabet Soup with Cookie Monster” and other students
can use the work books to physically write out the letters and trace over the letters that are
in the workbook or color the letters and words that is being shown in the workbook that are
associated with an object or picture.
are able to show the relationship (level 2 Skill/Concept) between the letters and the object
- The evidence of purposeful rigor and student thinking would be that the students
or picture and to be able to explain simple concepts or routine procedures (level 1 Recall/
Reproduction). The students will also through the assessment show them breaking the word
apart and sounding it out to put it together in a word (level 3 strategic thinking).
Over time teachers learn how to use both formative assessment and summative
assessment with their students in an effective manner that will benefit both the student and
the teacher. It is important to use summative assessment for progress. As it states in required
readings, “when summative assessment are used to monitor progress over the long term, they
should be discussed like common formative assessment and benchmark assessments. The key
to this conversation is to focus on what can be learned from the data about improving the
instructional program in the future” ( Ward, C., Fisher, D., Frey, N., & Lapp, D., 2013).
Formative assessments are used to gather information that will allow the teacher to
adapt instruction to assist students with their learning experience (Herppich, S.et al., 2014 ).
Summative assessments are assessments that are utilized by the teacher to document how well
the students have mastered a skill at the end of (Herppich, S.et al., 2014 ). Summative
assessments can be used to draw conclusions about the effectiveness of school programs and
of instructional strategies, appropriateness of curriculum offerings, about the readiness of
learners, and perhaps about learner and teacher characteristics (Lefrançois, 2013).
In order for student to progress to the next grade level they need to be able to
pass the summative assessment that the teacher has put together and therefore the instructional
plan needs to be in line with CCSS and need to be adjusted where needed.
With doing summative assessments you also have to keep in mind those students that
might have learning disabilities and make the proper adjustments to make sure that they are at
a fair advantage in receiving the information and that the assessment fits their abilities.
For my summative assessment I will put together a set of test and stations. For one
so that my students don’t get anxiety in having to take a test or quiz like most students do
they will be able to choose where they want to start. I will verbally assess the students, I will
have them participate in computer activities and then they will have a written assignment to
complete as well. This allows different areas of the brain to be active and it allows them like
I said to be able to move around and it touches each learning style.
During these assessment students will need to show a 85% or higher of mastery. They
will build up to the summative assessments because they will have already did their self- assessments once they participate in the computer games. I will make sure that I check that
data on a constant basis to be on top of those students that will need a little extra help.
Herppich, S., Wittwer, J., Nückles, M., & Renkl, A. (2014). Addressing knowledge deficits in tutoring and the role of teaching experience: Benefits for learning and summative assessment. Journal Of Educational Psychology, 106(4), 934-945. doi:10.1037/a0036076
Lefrançois, G. R. (2013). Of learning and assessment. San Diego, CA: Bridgepoint Education