• Formative Assessment – LMS Quick-Poll Reflection after the “Review class data reports” activity, asking “Which standard did you identify?” and “Which key verb did you extract?” 

  • • Aligns to Objective 1: Identify one low-performing standard.

• Summative Assessment – Flowchart Submission via assignment drop-box, where learners upload their flowchart of decomposed skills, concepts, and mastery-evidence statements created during the “Use a flowchart tool” activity. 

  • • Aligns to Objectives 2–3: Analyze each standard’s components and formulate evidence-of-mastery criteria.

UDL SUPPORT

Audio alternative for the Quick-Poll reflection and a closed-captioned screencast of the flowchart tool. 

• Formative Assessment – Discussion Forum Poll Reflection following the “Conduct a class poll” and “Chart top interests” activity, where learners post their chart screenshot with one sentence on how interests shaped a scenario. 

  • • Aligns to Objective 2: Generate three real-world contexts per objective.

• Summative Assessment – Scenario Narrative Upload, in which learners submit a 3–5 sentence scenario that integrates multiple primary-subject objectives and at least one standard from each of two other disciplines after completing the “Map related standards” and “Select scenario” activities. 

  • • Aligns to Objective 3: Map standards and select the scenario.

UDL SUPPORT

Graphic organizer template (fillable PDF) for mapping contexts and optional audio or video scenario submissions. 

• Formative Assessment – Peer Review in the LMS forum after the “Create a task card for each objective” activity, where learners share a link to their Google Slide deck, infographic, or site page containing their task cards and comment on two peers’ submissions, noting alignment to objectives. 

  • • Aligns to Objective 2: Translate each objective into a real-world task.

• Summative Assessment – Task Sequence & Support Package on Google Site or Slide deck, where learners publish their four task cards in logical order, list five vocabulary definitions, and describe two differentiated support strategies on their site or slide and submit the link. 

  • • Aligns to Objectives 3–4: Sequence tasks and identify vocabulary and supports.

UDL SUPPORT

Downloadable word-bank template with images, plus the ability to submit task cards as text, video, or infographic. 

• Formative Assessment – Minute-Paper Post in the LMS discussion after the “Insert two reflection checkpoints” activity, prompting learners to answer in two sentences which checkpoint they found most valuable and why. 

  • • Aligns to Objective 2: Embed reflection checkpoints.

• Summative Assessment – Pacing Guide Upload via assignment drop-box, where learners submit their completed pacing guide showing task assignments (replace/station/block), labeled reflection points, and adjusted time allocations from the “Compare calendar” and “Redistribute minutes” activities. 

  • • Aligns to Objectives 1 and 3: Assign each task to a pacing type and adjust durations.

UDL SUPPORT

Fillable pacing-guide spreadsheet and option to record reflection checkpoints via voice memo. 

• • • Formative Assessment – Google Site Peer-Feedback Post, where learners publish their project-packet components to a Google Site and post the link in the LMS forum. Each learner then comments constructively on at least two peers’ sites following the “Use AI to assemble packet” activity. 

      • Aligns to Objective 1: Produce a comprehensive project packet artifact.

    • Summative Assessment – Final Packet & Revision Plan Submission, in which learners upload their complete project packet plus a three-point revision plan based on their self-assessment reflections recorded during the “Apply the rubric” and “Record ‘I notice…’ observations” activities. 

      • Aligns to Objectives 3–4: Apply rubric to self-assess and articulate targeted revisions

UDL SUPPORT

Embedded peer-feedback rubric on the discussion page and the choice to present packet components as a narrated slide deck. 

Center for Teaching Innovation. (n.d.). Measuring student learning. Cornell University. https://teaching.cornell.edu/teaching-resources/assessment-evaluation/measuring-student-learning

Wilfrid Laurier University. (n.d.). Aligning assessments to learning outcomes. https://researchcentres.wlu.ca/teaching-and-learning/planning/aligning-assessments-with-outcomes.html

University of Maryland Global Campus. (2024). Assessment overview. Brightspace.