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Curriculum Based Summative Assessment Design

Using what you’ve learned from Chapters Six and Eight from Lefrançois as well as other resources along the way, develop a curriculum based assessment (CBA) centered on one of your two instructional plans from Weeks Three and Four.

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Part 1: Provide a Pre-Assessment Description (One-to two-pages).
Use these prompts to guide your exploration of what occurred BEFORE the summative assessment.

  1. State measurable and observable objectives (what you wanted students to learn).
  2. Describe how you knew learning occurred prior to summative assessment.
  3. Describe the instructional strategies used to prepare students for the summative assessment (from your previous instructional plan in either Weeks Three or Four).
  4. Explain adjustments you made or should have made to your instruction to ensure mastery of learning objectives.
  5. Describe how the use of technology contributed to student preparation for the summative assessment or how it will be added to and contribute to the summative assessment here.

Part 2: Design an easily accessible summative assessment
(Approximately two to three pages)

  1. Identify the grade level and subject matter and a measurable unit objective(s) and align with the stated standard as prescribed in the original instructional plan from either Week Three or Four and referenced from the Common Core State Standards Initiative.
  2. Create a minimum of six, no more than ten, problems/questions/tasks for students to complete that include a variety of test item types (selected response, short answer, extended written response, and/or performance).
  3. Label each question with its corresponding:
    • Objective(s) (if more than one is being assessed)
    • Depth of Knowledge (DOK) levels (Note at least two different cognitive levels must be measured on this assessment.)
  4. Define and discuss criteria for scoring extended response and performance items.

Part 3: Provide Assessment Reflection (One to two pages).

  1. Define how you determined mastery.
  2. Explain how you will accommodate or modify for the special population previously described in Week Four (two students with specific learning disabilities in reading and math, one ADHD student, and one English language learner).
  3. Describe how you will use the evidence collected.

You will submit a SINGLE document clearly labeled as Parts 1, 2, and 3. APA formatting will be followed, including the required cover and reference pages. You must use a minimum of five scholarly resources, in addition to the course text. Your resources should include a combination of peer-reviewed articles and web-based articles, and they must be cited in-text. You will be held accountable for each required subcomponent per part, viewable on the assignment rubric.

Writing the Final Project

The Summative Assessment:

  1. Must be approximately eight double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
  2. Must include a title page with the following:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must begin with an introductory paragraph that has a succinct thesis statement.
  4. Must address the topic of the paper with critical thought.
  5. Must end with a conclusion that reaffirms your thesis.
  6. Must use at least five scholarly sources, in addition to the course text.
  7. Must document all sources in APA style, as outlined in the Ashford Writing Center.
  8. Must include a separate reference page, formatted according to APA



Understanding by Design Unit Template


Michelle Humphrey

  Grade/Age Level


Curriculum Area




  Time Frame


Identify Desired Results (Stage 1)
State Standard(s) (Math or ELA only)

Common Core standard CCSS Math content

ISTE-S Standards

Established Goals/Learning Objective(s): K
Students will correctly identify shape names
Understanding(s) Involves Big Ideas

(give meaning & importance to facts, can transfer to other topics, usually not obvious; an inference, not a fact, may provide a conceptual foundation to basic skills, deliberately framed as a generalization—do not end with an adjective-e.g.; “fractions are important”)

Students will understand that…

Essential Questions (Open-ended, no single “correct” answer/meant to be argued, provoke student inquiry & focusing learning & final performance, may address conceptual or philosophical foundations of a discipline, raise other important questions, naturally & appropriately reoccur, stimulate vital, ongoing rethinking of big ideas, assumptions, & prior lessons)
Students will understand that the world is made up from many different shapes and they need to be able to identify shapes in their environment How can a shape be in so many things?
Knowledge What we want students to know

(Vocabulary, terminology, definitions, key factual information, formulas, critical details, important events & people, sequence & timelines)

Students will know…

Skills What we want students to be able to do

(Basic skills—decoding, math computation, Communication skills—listening, speaking, writing, Thinking skills—compare, infer, analyze, interpret, Research/inquiry/investigation skills, Study skills—note taking, Interpersonal/group skills)

Students will be able to…


Students will know the following shapes circle in today’s lesson





Students will be able to identify a circle
Assessment Evidence (Stage 2)

Determine Assessment Evidence

Formative Assessments: Aligns with Stage 1: How will students “show what they know”?

student work samples/artifacts, student skill demonstration (informal, non-cumulative), group/independent activities, traditional quizzes, tests, observations, student self-assessment & reflection

List form—more specifically described in Stage 3 when sequencing the lesson

Students will be able to identify shapes through playing a match game once the shape is matched students will have to say the name of the shape
Learning Plan (Stage 3)

Plan & Sequence Instruction and Learning Experiences

Teacher’s role:Facilitator of meaning making & a coach giving feedback & advice about how to use content effectively

Key: Indicate within each stage of the Gradual Release process

a) where technology is integrated (T) (not required for Week #4 Instructional Plan #2),

b) formative assessments labeled (FA) with;

c) level of DOK (1:Recall, 2:Skill/Concept, 3:Strategic Thinking, or 4:Extended Thinking)

Anticipatory Set:

How will you hook students at the beginning of the unit? 5 mins

At the beginning of the class students will be asked to sort out a pile of cards with shapes on and put them with other cards that match in shape
Instructional Input

(“I do”–Teacher does)


The teacher will start by asking if children have ever noticed shapes in their environment. She will then use a SMART board to show the children an Oreo cookie and ask the students to identify the shape.
Guided Practice (We do together–I do, you help & You do, I help)


The teacher will then use the SMART board to place the Oreo cookie on a picture of a car wheel and ask the students if they can see any other shapes on the car which match the Oreo cookie shape(circle)
Independent Practice (You do alone, I watch)


Students will then have to place the Oreo cookie on a picture of a cat, a dinner plate with a burger, peas and carrots on it. And identify if the shape is anywhere on the pictures

Specify those areas of your instruction and student activities/assessments that show

how will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the lesson.

These are areas that recognize all levels of learners and modalities for learning.

Week #4 Instructional plan MUST deliberately plan for specific modifications to assessments and/or learning accommodations that would best support identified unique learners.

All students will have to match the Oreo cookie with similar shapes on pictures, so encouraging each child to do their own work is important. Each child learns different from another, so some pictures might be elaborate, where others might just have a few shapes on it and that be it. Work with all students no matter what their level might be at. The following students will use the computer to emulate the activity which the other students will be conducting on paper. The ADHD learner will benefit from one picture will maybe two circles on it to ensure they are not easily distracted. For the ELL it is important that the teacher works closely with this student to ensure they understand the assignment. For the SLD the picture again will be simplified and the teacher will work closely with this student to ensure they are able to understand the direction. One of the other components will be to use peer to peer learning with the ELL and SLD students.
Adapted from: Wiggins, G. and Mc Tighe, J. (2005). Understanding by Design 2nd Ed., Association for Supervision and Curriculum Development. Alexandria, VA.


*Modifications in BLUE by A. Gray, Ed.D August, 2014


Students with ADHD and SLD have a hard time concentrating mainly because their brains do not allow them to do that. They normally have trouble following instructions, and they lack fine motor control, hence their difficulty in taking down notes. They also usually have problems in operations like solving equations and long division. With these challenges in mind, the students eventually end up with low grades, low self-esteem, punishment, teasing from their peers, among many other negative incidents. Therefore, an instructional guide suited to these students would go a long way in ensuring that they achieve all their potential. A lot of patience is vital from the instructor while also creativity and consistency would also be crucial (Shumate, 2012). A successful instructional program for the ADHD and SLD student will comprise the following three components:

  • Intervention

How do you deal with behaviors that compromise the concentration of the student?

  • Accommodations

This involves making learning easier for the student with ADHD

  • Instructions

Instructional teaching techniques will bring out the best in the student under question.

Perhaps the most central tool to cater to with students exhibiting these conditions is to have a positive attitude. Appreciation of the student once he/she has done something in the correct manner also proves to be paramount in motivating the student to pursue more complex studies (Reid, 2013). As a teacher, the following changes to help curtail the distractions:

  • Put the student with ADHD in the front desk next to you for close monitoring. But this should only be done if it does not create any distractions for the student.
  • The student with ADHD should not be seated next to windows or the door.
  • The teacher should also ensure that the students sit in rows so that the students can focus on the teacher.
  • Directives should be given one at a time and repetitions should be frequent.
  • The use of simplified visual charts and pictures go a long way in helping the students grasp what they are being taught.
  • A silent area that is free from disturbances is also important for self-study and test-taking.
  • Divide projects that take up a considerable amount of time into segments and assign completion goals for all segments.
  • The teacher should also ensure that the student keeps a master notebook.
  • The teacher while teaching should list the activities of the lesson on the board.
  • The teacher should also establish eye contact with any student who has ADHD or any other SLD.
  • The teacher should work one on one with these students periodically to ensure they stay on task.

The remedies provided above should also be applied to students with SLDs and ADHD to ensure maximum impact on their learning.

As for the student with ELL, there are proven and effective instructional plans that can bring the best out of them. ELLs learn best in heterogeneous classroom environments (Gunderson, 2013). This is so that they can interact more freely with their peers who have varying English proficiency levels. The instructor should also provide the ELL with the necessary background knowledge about any topic to be discussed in class. This permits the students to focus on the instructional goals. Also an extended discussion with classmates upon learning new vocabulary goes a long way in helping ELLs improve their proficiency in English. These students will benefit from peer to peer learning to ensure they are supported through their learning from both peers and the teacher.

All students will benefit from the gradual release of responsibility as it will encourage independence and support them through the learning process. For the differentiated earner this is exceptionally helpful. The guided practice allows these students to be given an example by which they can follow. The exercise to place an Oreo on a picture makes learning engaging, relevant, meaningful, and fun, as most children are familiar with cookies. This simple task will promote self-esteem and ensure that learning is taking place on the same level as other learners.

It will be important to promote critical thinking in these students therefore with recall the students will be required to identify the shapes, next the students will be asked to apply the Oreo cookie to the pictures of a cat and dinner plate. This promotes strategic thinking as students apply previous learnt knowledge to new problems. By using the computer for the differentiated learners it allows the learning to be individualized and will promote independent practice, thus supporting the instructional strategies. In addition the use of a SMART board allows all students to receive the same instruction to promote community learning through discussion and collaboration.







Shumate, L., Campbell-Whatley, G. D., & Lo, Y. Y. (2012). Infusing culturally responsive instruction to improve mathematics performance of Latino students with specific learning disabilities. Exceptionality, 20(1), 39-57.

Reid, R., Lienemann, T. O., &Hagaman, J. L. (2013). Strategy instruction for students with learning disabilities. Guilford Publications.

Gunderson, L., Odo, D. M., &D’Silva, R. (2013). ESL (ELL) literacy instruction: A guidebook to theory and practice. Routledge.















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