"The types and quality of assessments used in the program of study, including the types of knowledge and skills that should be assessed, and assessments that lead to recognized post-secondary credentials."

What

The Assessment Map was developed for the students to be specific and skill-based to evaluate their knowledge in the content being taught. The assessments are also varied to fit different needs for the students. These assessments are tied to the objectives and standards for each unit. Three types of assessments were used throughout the course. Formative assessmentswere used to check for understanding using tools like exit tickets, mentimeters, etc. Performance-based assessments are used throughout the course to allow students to apply their knowledge. These assessments are things such as presentations, mock FFA meetings, and labs. Summative assessments are seen throughout the course to test the knowledge of the students. Most of the summative assessments are projects or unit quizzes/exams. I try to stray away from unit exams and focus more on projects because the students are applying their knowledge and not just memorizing content for the exam. These assessments help me ensure that students understand the objectives and standards for each unit.

So What

ACTE High-quality CTE framework element 3: Employs authentic, performance-based assessments; uses data to provide high-quality feedback to students. The assessments provide valid and reliable evidence that the students are reaching the skills and knowledge provided by the standard. For example, my plant science exit ticket measures the students' understanding, while a lab-based performance assessment measures skill and application. Reliability is supported through being consistent and structuring my assessments based on what I want the students to know. However, a potential gap is how these assessments will work for performance-based assessments. I want to make sure that my performance-based assessments relate to real-world scenarios. I could do this alignment by incorporating more career-aligned parts within the performance-based approach and making it more of a scenario. This adds an experiential component to those assessments. Additionally, I could add a self- assessment part for the students to increase interest and ownership in their learning.

Now What

My assessment map provides both quantitative and qualitative data. Quantitative data is used through rubric grading and test/quiz scores that are concrete. Qualitative data are seen through observations and participation patterns more as a mental check for me to see what my students are understanding. By analyzing trends, I can adjust pacing, reteach, and modify my instructional strategies to better fit my students' needs. This supports the course goal of getting scientific and helping me understand how I can improve my teaching with data rather than assumptions. Feedback will be given through rubrics and discussion, as well as comments on the assessments. A potential hurdle that I might see is my time management when grading specific performance-based assessments thoroughly. To navigate this, I plan to do grading at specific checkpoints to reduce grading everything at once. I also plan to revise the assessments when needed at the end of each unit.

What

The primary competencies developed in the Intro to Ag plant science unit focus on the students' understanding of plant systems and their application to the plant industry. Students will learn how to classify different plant industry components, identify plant parts/functions, compare plant life cycles, and differentiate between sexual and asexual reproduction in plants. These skills and objectives build foundational skills that prepare the students for the intermediate plant science course. They align with AFNR standards related to plant science within the Intro to Ag plant science unit. To support these competencies, the assessment design includes multiple levels of assessments that allow students to show what they know in different ways. Formative assessments include exit tickets, Edpuzzles, class discussions, and questioning. Performance-based assessments include hands-on labs, such as plant/flower structures and propagation stations, which allow students to apply their technical skills. Finally, summative assessments include quizzes to evaluate students' knowledge of plant concepts. The assessments in this unit allow students to demonstrate technical skills that can help them progress in the industry. 

So What

This assessment design aligns with ACTE Element 3(assessment), which emphasizes using multiple reliable assessments to measure skill and content retention. The design of the map helps students visualize their own growth by allowing them to showcase their skills. It allows the students to see the formative, performance, and summative assessments as they learn, creating those checkpoints on the objectives that are being taught. Students can see the process as they move from identifying to applying the knowledge in activities such as labs, to finally demonstrating mastery through quizzes and activities. For example, we first learn the parts and functions of plants. Then we move all the way to doing our own propagation methods. This progression helps students visualize their growth throughout the unit.

From the teacher's perspective, these assessments serve as a diagnostic tool for my instruction. The formative assessments help me identify misconceptions or missed material quickly. From this, I can make adjustments and reteach concepts as I move forward. Performance-based assessments provide reliable evidence of my students' ability to apply skills, which can determine if they are ready to move on to the next level. The summative assessments provide quantitative data on their overall understanding of concepts. All of these assessments help me as an instructor identify strengths and gaps in my students' learning. This data will be a guide for how I teach lessons and decide what concepts may need to be reviewed again before moving on. 

​Now What

Using data generated by these assessments supports getting scientific by having my instructional decisions be based on data and not just assumptions. By analyzing my assessments, I can identify areas where my students may need additional practice and how I can adjust my instruction. This assessment design simulates the feedback loop found in the workplace by students receiving checkpoints, evaluations, and reviews. In the industry, workers will often receive all three of these categories, and I want to get my students career-ready for the future. This is why, through the unit, students are constantly receiving feedback to improve and develop technical skills while also preparing them for real-world expectations. As I teach future lessons, I plan to continue using assessments intentionally to support students' learning and improve my instruction.