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Assessment Timeline Scaffold

Part 1: Assessment Timeline Scaffold

Analyze a work sample by considering the following questions.

What did students need to KNOW, UNDERSTAND, and DO in order to complete that task
successfully?

The student needed to know the basic terms of recycling and how to write a blog. They had to
understand what reusing materials would do for our planet and why it was important to find
possible reuses for materials. And they had to create a bioplastic and make paper to develop
a product someone could use, then write a blog about it.

What might need to be assessed/checked before, during, and after the project?

Student progress should definitely be checked during the project. Understanding of the
requirements is also necessary before students begin their projects so that they are clear on
their expectations. And after the project the product and the blog should be assessed.

What assessments might take place before, during, and after this assignment?

Before students begin, after instructions have been given, maybe a small discussion of what
they will be doing during the project.
During, a visual check of progress. And perhaps a short quiz on what the importance is of
bioplastics and recycled material.
After the assignment is completed, I do not feel further assessment is needed.

Where might a rubric be beneficial?

A rubric might be beneficial in what is expected from their blog post so that students can see
what needs to be included. As they work through different scientific processes they may be
unsure of what needs to be included so showing them examples of good and bad would be
helpful.

What would a rubric for this task look like based on what students need to KNOW,
UNDERSTAND AND DO?

This rubric would have links to previous work as examples. It would include lists of what
material to include, the level of detail that needs to be included, and what each section is

©2019 The Curators of the University of Missouri. http://emints.org emints-info@emints.org

worth.

©2019 The Curators of the University of Missouri. http://emints.org emints-info@emints.org

Assessment Plan
Based on your analysis, where might scaffolds and assessments be included to support
learning?
Assessment Timeline Resources:
Assessment Strategies 34 Strategies for the Stages of Assessment Sample Assessment Plans

Assessment Timeline
Before During After
● Background Knowledge ● Investigations ● Project/Blog
Probe ● Journals ● I learned Statements
● ● ●
●

Based on the assessments identified above ...

Which purposes of assessment were addressed?
Which purposes of assessment still need to be addressed?
What are your hunches about how students will perform on your selected
assessments?
How might you use assessment data to inform instruction?
How might your students use their assessment data for learning?

I am hoping that having journals be a part of their assessments during this process, that they
will then be better able to recall information and build a better blog. This will provide them with
the framework they need to write it. A.lso, using I learned statements will give them proof that
they learned something and headers for their blog.

©2019 The Curators of the University of Missouri. http://emints.org emints-info@emints.org

Part 2: Backward Design for Assessment Reflection
Write a short (1-2 paragraph) reflection about utilizing backward design for assessment. Use the
questions below to guide your reflection.
● What are your ideas about why it's important to determine what students need to
KNOW, UNDERSTAND and DO early in the backward design process?
● In what ways might Backward Design support Assessment FOR Learning?
● How could an assessment timeline support the development of quality learning
activities?

Backwards design is important because it puts the focus back on the learning objective,
rather than the process. Students are graded on what they learn and not on what they create.
It also allows teachers to more thoroughly think about how to scaffold to that desired end
point. By more thoroughly thinking about what the end goal is we can create assessments
and plans that better lead to that end goal.
Assessment timelines support the development of better learning activities because it’s no
longer a sequence of activities that lead to a project, it’s a ramp that leads to a final goal. If we
build sequences that tie together students will better be able to understand our topic and
connect their learning together. It will create more cohesive ideas in their head instead of just
random worksheets or projects they completed.

©2019 The Curators of the University of Missouri. http://emints.org emints-info@emints.org