Instructional Cycle 2

Multiple Subject and Single Subject

Part C: Written Narrative: Assessment Descriptions Template

Multiple Subject and Single Subject

Step 1: Plan—Part C: Written Narrative: Assessment
Descriptions Template
Directions: Provide a detailed description of your planned assessments in response to the following prompts (no
more than 7 pages). If additional materials (e.g., observation notes, exit slips) need to be provided, add them to
the end of this template file (these count toward your 7-page maximum). Type your responses within the brackets
following each prompt. Do not delete or alter the prompts.

Informal Assessment

1. Describe one informal assessment you plan to implement during the lessons. Explain how
the selected informal assessment is aligned to the content-specific student learning goal(s)
and how the assessment will provide students opportunities to demonstrate content
knowledge.
[ My informal assessment will be based on evaluating students' academic language, responses,
and self-reflection. One example is my assessment for lesson three. The goals for lesson three
are for Students to be able to identify what is muscular strength and muscular endurance.
Additionally, Students will be able to know the different benefits of muscular strength and
endurance training. The way I choose to informally assess first is through the student's own
self-assessment. Being that PE has limited resources in terms of academic feedback I have
students give me what they know in terms of understanding first. Students rate themselves on a
scale of 1-3 in comprehension. As I get in-the-moment feedback, I know quickly whether to
adapt the lesson for understanding. Being that the learning goal is to identify both muscular
strength and endurance I must know if they can understand the definitions quickly. For my
ELLs, this is a simple way to give me feedback and break the language barrier through multiple
means of engagement. Being that my ELD learning standards are for students to apply varied
and precise vocabulary I also need to know they understand the vocabulary. I am aware that
students can give me a good rating for comprehension, but they might not understand
regardless. I will ask questions to students that relate back to the learning goals to check for
understanding. Depending on their response and use of academic language I will know if their
rating was accurate. ]

2. Identify what you expect from the student responses to the selected informal assessment
and how you plan to monitor student understanding of content during the learning sequence.
If you provide instructional adaptations (accommodations and/or modifications) for
thestudent(s) during the informal assessment, explain why.
[The responses I expect from the informal assessment range from complete comprehension to
somewhat understanding. Although I know I know that some students may still not have any
comprehension. At this time, I will review once more and answer any questions. Additionally, I
will help students one-on-one during the activity when assessing their work whether it be on the
interactive board or physical feedback from activities. Another area of adaptation would be by
giving more examples of exercise that students can understand. I have already set up
adaptations currently in the lessons to help students during informal assessments. Some
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 Instructional Cycle 2
Multiple Subject and Single Subject
Part C: Written Narrative: Assessment Descriptions Template

aspects include alternative word banks for vocabulary, picture representation, and partners for
assistance. What I will be assessing students on is their rating on a self-assessment. Then
when I inquire about their rating (asking questions for understanding) not only will I assess their
answer but use of vocabulary. I will be analyzing if they use academic language in the slides.
Such words include power output, force, endurance, repetition etc.. ]

Student Self-Assessment

3. Describe how you will engage students in self-assessment and/or reflection. Explain how
the student self-assessment rubric is aligned to the content-specific learning goal(s) and
ELD goal(s), if appropriate, and how it will provide opportunities for the students to reflect on
and advance their understanding of the content. If you provide instructional adaptations
(accommodations and/or modifications) for student(s) during the student self-assessment,
explain why.
[The main purpose of the unit is the application of student’s knowledge of exercise. The self-
assessments play a pivotal role in helping students achieve the goals of the lesson. Students’
first self-assessment is by evaluating their own understanding. Through the self-assessment
rubric, students evaluate themselves on a scale of 1-3 of comprehension. All the learning goals
pertain to the knowledge of each individual training skill or workout. Student comprehension of
the material will translate into not only the learning goals but the ELD goals as well. If a student
understands the material, they are more likely to apply the language from their own perspective.
The reflection will let students evaluate what additional steps they need to take to achieve the
learning goals. The other self-assessment is based on the application of information and one’s
own self-reflection on how they apply this information. After each lesson, students will have to
answer a series of questions pertaining to the application of the learning goals. Students will
evaluate what they have learned and answer higher-order questions on how they would
overcome barriers to using exercises. Other questions include what exercise they would use
and why they would use it. Lastly, the formal assessment also is considered a self-assessment
based on the student's need to self-assess their life circumstances to exercises they’ve learned.
This comes from the attainability and relevance of their SMART goals. If the goals do not reach
this criterion in the students' lifestyle, they need to reevaluate the workout they chose. In terms
of the ELD goal students are applying the language they have learned from the lesson into the
SMART Goals as well.]

Formal Assessment

4. What content-specific learning goal(s) and ELD goal(s), if appropriate, are measured by the
formal assessment (e.g., content knowledge, skills, or abilities your students will
demonstrate)?
[ In my formal assessment, students will create SMART Goals, an acronym that stands for
Specific, Measurable, Achievable, Relevant, and Time-bound. The focal point for each of my
students' learning goals revolves around comprehending and applying what they have learned
that day. The S and R in SMART go into what students have learned, emphasizing specificity
and relevance. On the other hand, the M, A, and T provide students with the opportunity to
showcase how they will apply their knowledge. For instance, if a student aims to lower their mile
time, they understand the importance of using aerobic workouts to boost cardiovascular
endurance. Then they will design a workout to improve endurance, effectively applying this
insight to their SMART goals. Students will be able to articulate the rationale behind their
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 Instructional Cycle 2
Multiple Subject and Single Subject
Part C: Written Narrative: Assessment Descriptions Template

choices and show the practical implementation of these strategies in their daily lives. The ELD
goals in the unit all imply that students use the proper terminology in their formal assessment. If
students are using the proper vocabulary in the correct format, it reaffirms their understanding.
Additionally, it shows that students can apply the vocabulary and can carry their findings into
other forms of language. ]

5. What evidence (product, process, or recorded performance) are you planning to collect or
observe from each student to determine that the specific learning goal(s) described in the
rubric have been met?
[In the formal assessment, every student is required to devise a workout plan as a
representation of their understanding and application of the learning goals. This assessment will
take the form of SMART Goals. Specifically, each student will write out two SMART goals,
providing detailed explanations for the reasoning behind each goal. This approach emphasizes
the application of acquired knowledge and encourages students to be more descriptive within
the parameters of SMART Goals. Students get to showcase a deeper understanding of the
subject matter they have learned throughout this unit.
]

6. How will you use your rubric to define or identify successful evidence (product development
or demonstration of process or performance) that students have achieved the learning
goal(s)?
[ In the first criteria, students are evaluated on their ability to effectively write SMART Goals.
This assessment is dependent on the accuracy of each letter within the SMART acronym. Each
letter in the goal is assessed independently, emphasizing that each part of the goal matters.
This is to measure the extent to which students can apply the learning goals introduced in each
lesson, particularly in the context of creating workout plans. The second criteria revolve around
academic language, aligning with the unit's focus application of terminology. Students are
expected to use the academic language they have acquired. This assessment, followed by the
English Language Development (ELD) learning goals and standards, evaluates language use
and correctness. The third area centers on the practical application of SMART Goals. Students
are evaluated on the alignment of their goals with their lifestyle and available resources. This
involves assessing whether the goals are attainable given the individual's circumstances. For
example, a goal on improvement in bench press strength is achievable if the student lacks
access to weights or a weight room. The ultimate objective is for students to strategically
evaluate their resources, showing an understanding of goal-setting in a real-world context. ]

7. If you provide instructional adaptations (accommodations and/or modifications) for

student(s) during the formal assessment, explain why.
[Prior to the assessment, a unit review will be given to students as one accommodation. Before
going into the goal-setting process, students will engage in a comprehensive review of the
vocabulary needed for the formal assessment. The rationale behind this approach is to heighten
students' chances of success in creating a personalized workout plan. This review serves as an
opening to reinforce content understanding. Another adaptation is providing students with a
prompt specifically designed for the learning goals. I know that some students may not have
prior knowledge of SMART Goals, but this adaptation ensures that all students have a reference
point to guide them correctly when writing out their goals. This additional support is created to
support those less familiar with the concept. Lastly, flexibility is given to students in how they

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 Instructional Cycle 2
Multiple Subject and Single Subject
Part C: Written Narrative: Assessment Descriptions Template

choose to express their goals. My class has a diverse way in which students process and
organize information. They are free to structure their goals in a way that suits their individual
preferences. Whether they choose a graphic organizer or emphasize each letter in their goal-
setting process. My goal is to empower students to approach the task in a way that aligns with
their unique cognitive processes.]

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