This section describes evidence and assessment of student learning during the lesson taught. Include the following components:
Describe the activity being assessed
Describe the strategies or tool(s) used to assess
Describe how you will give students feedback
Performance task(s)/formative assessment(s): The formative assessment needs to be clearly described and in alignment with the learning target and standard(s). It can happen at any point of the lesson, but should be an appropriate method to measure whether or not the learning target was met. It is ideal for candidates to use more than one formative assessment in a lesson. However, they need to describe in full one formative assessment that measures the learning target, and then develop evaluation criteria for that assessment below. Remember that formative assessments take place during the lesson.
Feedback to learners: There needs to be consideration for how feedback on the formative assessment will be shared with students in order to further their learning. That should be described in full here.
Describe in detail the following levels of student performance. What will students’ work look like when it exceeds expectations? When it meets expectations? When it falls below expectations? How will you communicate these expectations to students? Provide any rubrics you will use.
Expectations: Criteria must be clear and in direct alignment with the formative assessment and learning target(s). Quantitative measurement can be used here, but teacher candidates should consider how they will assess depth of understanding. When describing expectations, keep in mind:
“Meeting” expectations aligns directly with objectives.
Expectations must be appropriate for the goal(s) (AKA central focus) and objective(s).
Remember that you can copy rubrics from the Choral Music Rubric Bank when providing assessment strategies!
The end-of-unit assessment should be described in full here. If candidates are planning just one lesson, it’s OK to put “end-of-unit test” in this place. If the lesson is part of a unit plan, the summative assessment should be identical in all lesson plans throughout the unit. Remember that summative assessments will take place in the future. Crucial components of this section include:
A description of the activity being assessed,
A description of the strategy or tool(s)—such as rubrics—used to assess, and
A description of how you will give students feedback.