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Curriculum Based Assessments
Curriculum Based Assessments
Step
1.
Identifying
and
defining
your
purpose
This
is
the
stage
where
you
want
to
identify
and
define
the
purpose
of
the
assessment.
You
dont
give
tests
to
get
points!
You
evaluate
students
to
determine
their
level
of
mastery
of
the
standard/objectives.
Think
carefully
about
what
you
want
to
measure
first.
That
is
why
you
design
the
assessment
instrument
BEFORE
you
teach
the
objectives.
Doing
so
creates
a
reliable
teaching
purpose
and
keeps
you,
the
teacher,
on
track
with
your
lesson
delivery.
If
you
know
where
you
are
going
before
you
leave
(test
development),
your
journey
will
be
straightforward
and
purposeful
(lesson
delivery).
Use
this
table
as
a
template
to
fill
in
your
ideas
1.
What
do
you
want
to
measure?
(standards)
Students
should
be
able
to
name
the
sound
that
the
letter
T
makes
and
will
be
able
to
write
the
letter
T
in
both
lower
and
uppercase
forms.
CC.1.1.K.C:
Demonstrate
understanding
of
spoken
words,
syllables,
and
sounds
(phonemes).
o Recognize
and
produce
rhyming
words.
o Count,
pronounce,
blend,
and
segment
syllables
in
spoken
words.
o Blend
and
segment
onsets
and
rimes
of
single-syllable
spoken
words.
o Isolate
and
pronounce
the
initial,
medial
vowel,
and
final
sound
(phonemes)
in
the
three-phoneme
(CVC)
words.
2.
What
topics
will
be
included
in
this
measurement?
Topics
included
are
letter
sounds,
and
letter
formation.
3.
Who
is
your
audience
for
this
test?
(include
any/all
types
of
learning
levels)
Students
in
a
Kindergarten
classroom.
4.
List
how
you
are
going
to
measure
students
mastery
of
these
concepts.
(List
types
of
testing
instruments
you
will
use;
i.e.,
fill-in-the-blank,
multiple
choice,
true/false,
short
essay,
long
essay,
research
paper,
PBL,
etc.
Students
mastery
will
be
measured
via
a
worksheet
where
students
will
circle
items
that
start
with
the
/t/
sounds,
write
both
forms
of
the
letter
T,
and
draw
something
that
begins
with
the
/t/
sound.
Step
2:
Writing
the
Objectives
The
next
portion
of
creating
the
assessment
is
writing
the
objectives.
There
is
no
rule
of
thumb
as
to
whether
the
objectives
should
be
created
first
and
taken
from
the
lesson
plan
(which
has
NOT
been
delivered
yet)
or
whether
the
objectives
can
be
designed
right
here
on
the
testing
development
templates
and
then
placed
in
the
lesson
plan.
Either
way,
you
are
creating
the
objectives
using
the
ABCD
method
and
creating
the
assessment
instrument
before
any
teaching
is
conducted.
Objective
#1
Individually,
the
students
will
be
able
to
name
the
sound
that
the
letter
T
makes
1/1
times.
The
level
of
Bloom
is
understanding
and
the
level
of
Webb
is
Level
1:
Recall.
Objective
#2
Writing
both
forms
of
Individually,
the
students
will
be
able
to
the
letter
T
on
the
write
the
lowercase
and
uppercase
letter
T
worksheet
provided
5/5
times.
The
level
of
Bloom
is
understanding
and
the
level
of
Webb
is
Level
1:
Recall.
Objective
#3
Identifying
words
that
During
a
group
discussion,
the
students
will
begin
with
the
letter
/t/
be
able
to
identify
words
that
begin
with
sound
on
the
/t/
9/10
times.
The
level
of
Bloom
is
worksheet,
which
will
understanding
and
the
level
of
Webb
is
then
be
discussed
as
a
Level
1:
Recall.
class.
Step
3:
Determining
the
testing
elements
This
section
of
your
testing
design
maintains
assessment
fidelity.
You
decide
how
many
questions
you
will
ask
regarding
mastery
of
objective
#1.
This
decision
should
be
based
upon
the
degree
you
have
listed
in
each
objective.
For
example,
if
your
objective
states,
Students
will
define
3/3
vocabulary
words
with
100%
accuracy,
then,
you
will
not
be
asking
10
vocabulary
questions
on
the
test.
Once
you
determine
this
for
the
1st
objective,
you
continue
for
each
of
the
objectives
you
have
listed
in
this
unit
of
study.
Some
objectives
may
be
weighted
more
than
others.
As
the
expert,
you
will
make
that
determination.
Step
2
is
a
critical
component
of
the
assessment
design
and
the
final
numbers
will
add
up
to
100.
Portion
Total
Number
of
of
the
number
of
questions
for
Test
test
this
objective
questions/p (transfer
the
%
oints
on
this
to
actual
assessment
numbers)
instrument
Objective
1
25%
5
1
Individually,
the
students
will
be
able
to
name
the
sound
that
the
letter
T
makes
1/1
times.
The
level
of
Bloom
is
understanding
Formative
Assessment
1.
Throughout
the
week,
the
teacher
will
ask
students
at
various
times
to
name
the
sound
that
the
letter
T
makes.
2.
Students
will
practice
writing
the
upper
and
lowercase
forms
of
the
letter
T
throughout
the
week.
3.
The
teacher
will
have
pictures
of
various
items
up
on
the
board.
The
teacher
will
invite
students
to
come
up
one
at
a
time
and
circle
an
item
that
they
think
starts
with
T.
Students
at
their
seats
will
indicate
with
either
a
thumbs
up
or
thumbs
down
if
they
think
the
student
answered
correctly.
Summative
Assessment
Name:
_________________________________________________________________________________________
1.
Draw
a
picture
of
something
that
begins
with
the
letter
T.
2.
Write
the
uppercase
and
lowercase
letter
T
five
times
each.