Jillian Brimigion

Activity 4.5 Making an Assessment Blueprint

Review the sections “Step 4: Determining the Appropriate Sample Size” and “Combining
Planning Decisions into an Assessment Blueprint.” Select a short unit that you are currently
teaching or will teach this year.

1. Select or modify one of the assessment blueprint forms

 Figure 4.9 Assessment Blueprint Form B: Multiple Methods will be used
2. On the form you have chosen, list the major learning targets that will be the focus of
instruction. Be clear about the classification of each target (knowledge, reasoning,
performance skill, or product). (You may want to classify the learning targets in advance of
selecting the form to determine which one best fits the types of targets you intend to assess.)
3. If you will be using more than one assessment method, identify the appropriate method for
each target.
4. Determine the sample size you will need for each item (number of items or points, if the
assessment will include items receiving multiple points).
Figure 4.9 Assessment Blueprint Form B: Multiple Methods

Unit: Alligators and Crocodiles

Learning Targets Target Type Assessment Method Sample

Size

1. Draw an alligator and copy labels for Knowledge Students will draw and copy labels on 9 students
its body part their white board them share their
drawing with the class. The teacher
will screenshot the student’s drawings.

2. Respond with at least one fact about Performance Students will write on their white 9 students
alligators and crocodiles boards one fact they remembered from
the video. The teacher will screenshot
students’ facts

3. Identify at least two facts about Reasoning Students will share their two facts and 5 students
alligators and sort them into the proper we will work together to decide which
category (Can, Are, Have) category of the graphic organizer their
fact should be placed into. The teacher

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4. Modified: Identify at least one about Reasoning
alligators and sort them into the proper
category (Can, Are, Have)
5. Independently write one sentence about Product
alligators and crocodiles
6. Modified: With support from the Product
teacher write one sentence about
alligators and crocodiles
7. Was the student able to meet 4/5 Disposition
behaviors on the behavior expectation
checklist for remote learning?
8. Modified: Was the student able to meet Disposition
3/5 behaviors on the behavior
expectation checklist for remote
learning?
5. If an assessment for the unit already exists, compare its content to the specifications in
your blueprint. Revise either the assessment blueprint or the assessment itself to accurately
reflect achievement on the learning targets as needed.
will add the students name next to
each contribution to the chart.
Students will share their fact and we 4 students
will work together to decide which
category of the graphic organizer their
fact should be placed into. The teacher
will add the students name next to
each contribution to the chart.
The students will write a sentence on 5 students
their whiteboard. The teacher will ask
them to use ASL to sign the sentence
they wrote. The teacher will
screenshot the student’s sentence.
The teacher will model a sentence and 4 students
the students will copy the sentence on
their whiteboard. The teacher will ask
them to use ASL to sign the sentence
they wrote. The teacher will
screenshot the student’s sentence.
Students will be observed using a 5 students
checklist. Students are already aware
of behavior expectations for each
class. The teacher will use the
checklist to determine if the student
met 4/5 behaviors.
Students will be observed using a 4 students
checklist. Students are already aware
of behavior expectations for each
class. The teacher will use the
checklist to determine if the student
met 3/5 behaviors.
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  I designed this assessment, so it was not adapted it is an original.

Reflection

Using activity 4.5, I became more familiar with the four categories of assessment

methods. Reviewing the assessment methods gave me new ways to assess and provided an easy

template to follow when designing an assessment. Through this assessment activity, I feel that I

developed my strength and confidence in creating evaluations independently. I liked using the

target method because it helped me identify what learning areas of my goals were focusing on.

Learning targets are helpful because I can determine if I have too many learning Targets in one

category. Using the learning targets helped me balance each type of learning Target in my

assessment and allow students to show their knowledge in various ways. Using Activity 4.5, I

was also able to identify the sample of students that will be assessed on each goal. Some of my

objectives are modified and the goal students are evaluated on was selected through a pre-

assessment.  During this activity, I also try to remember the three keys to quality for the

assessment development process.  I identified a purpose; students will learn about alligators and

crocodiles. I specify the learning targets. Each warning target is listed above in the chart. In total,

there are eight learning targets. Then I selected appropriate methods for each assessment. I tried

to vary the format of students’ responses, allowing them to draw, write, & use ASL. I considered

what sample of students I will use for each learning target.  The sample sizes for each target were

decided based on a pre-assessment given a week before the lesson. I explained items, exercises,

and tasks, making sure that all follow the guidelines for quality.  I reviewed and critiqued the

quality of my assessment. Based on the information in the book, my assessment met all

expectations for quality assessment. The assessment was administered over a week lesson.

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  Students will be expected to meet a few learning targets each day.  By the end of the

week, the students will have had an opportunity to demonstrate their ability to meet each learning

target.  Day one will focus on learning targets 1, 7, and 8. Day 2 will focus on learning targets 2,

7, and 8. Day three will focus on learning targets 3,4,7 and 8. Day four will focus on targets

5,6,7, and 8. Currently, I am reviewing the student’s scores for the past week of Assessments

given. Once all student assessment data is organized, the lesson and assessment plan will be

reviewed for improvements and modifications. Overall using this process to develop an

assessment helped me ensure my assessment had a sound design and made the process of

developing an assessment independently more manageable.