What are the learning targets being measured and are they appropriate?

● The learning targets that are being measured are using cardinal directions to find their
way to certain locations. The ability to use a map to find a location they need to get to.
They are appropriate and match the standard that is being assessed and taught. The
students are given a location they start at and given a certain cardinal direction. They
then have to figure out where they land.

Does this method of assessment best match the targets?

● This method provides the best way to assess these targets. Students are provided a
visual along with a blank compass to fill in with the cardinal directions. The students are
provided with a map and the locations are connected by lines to help guide them to
which way they go. The students need the understanding of cardinal directions to
answer these questions. So this is the best form of assessment for this standard.

Is there evidence that inferences from the assessment will be valid?

● Yes there is evidence that this assessment is valid. This map assessment is valid
because it measures the content that is being taught. It also reflects on the content and
skills that I taught the students throughout the teaching of the lessons.

How did you minimize errors?

● I minimized errors in my assessment by wording the questions to where there is only one
correct answer. If it was a multiple choice assessment, there would be more chances of
errors as there’s a chance the answers are written in a way that makes it seem there are
more than one correct answers. Also, I went through the questions myself and made
sure the map was correctly laid out and I also had other people review my map to make
sure the answers would come out correctly.

How did you make the assessment fair and unbalanced?

● I made sure to not rush to put together my assessment. I took the time to plan my
assessment according to learning targets. I made sure that my questions and directions
were crystal clear so students do not run into any confusion. The vocabulary and context
used in my assessment are words the students have learned throughout the lesson and
should make it unbiased. I asked for different perspectives on my assessment to avoid
errors and bias.

Have students had the opportunity to learn what is being assessed?

● The students had many opportunities to learn about the content on the assessment. We
practiced similar scenarios to this throughout the lessons. Also, they created their own
maps during the performance assessment. They have had many opportunities to
practice their cardinal directions.

Is this assessment practical and efficient?

 ● This test is practical and efficient as it is easy to design, very easy to administer, and
also easy to score. It is easy to score as there is only one correct answer and no room to
adjust the answers. The layout is easy to follow and understand. The test is easy to
finish in a time constraint. Then finally it is a perfect length where it is not too long or too
short.

How did you ensure alignment with the instruction?

● To ensure the alignment with instruction, I wrote the assessment and thought of the
assessment before I wrote the steps of the lesson plan. I also wrote the assessment
before giving the lesson. This allows me to be able to refer back to make sure I covered
everything and students are at the right understanding (through formative assessments).
I do not want to see my students fail. So building assessment first, and not last minute,
allows for me to teach for students to understand then give the Summative assessment.