1. Benchmark - Comprehensive Assessment Plan
For this benchmark assignment, based on data gathered from
your class profile, and in working with your mentor teacher,
select a strand, cluster, and set of standards appropriate for the
grade level and content area of your practicum placement. From
this information, you will create an original, comprehensive
assessment plan.
Part 1: Assessment Plan Summary
In creating the assessment plan, include an introduction that
provides a 250-500 word summary of a 3-5 day unit of study to
contextualize your assessments. Your summary should include:
Learning targets/objectives that are aligned with your standards
and consistent with the unit of study that you have summarized.
Instructional strategies that are appropriate and effective in
promoting student achievement of the learning objective.
Targeted reasoning skills to be measured that are aligned with
your standards and consistent with the unit of study that you
have summarized.
The different ways a student can demonstrate knowledge and
skill attainment.
The needed tools and resources to develop these skills in the
content area.
Academic language for the unit of study, including key
vocabulary, form, and function.

2. Potential use of technology to support assessment, in the form
of engagement and addressing student needs.
Part 2: Assessments
Consistent and aligned with these items, create one pre-
assessment you would use for this unit. Your pre-assessment
should assess:
Prior student knowledge.
Student interest.
Create three formative assessments that would appear in this
unit. Your formative assessments must be:
Aligned to the standards and objectives listed in the unit.
Minimize bias and document learning.
Differentiated for the populations described in your class
profile.
Create one summative assessment that consists of:
Specific directions for the student.
Three short-answer response items that require the use of varied
targeted thinking skills.
At least 15 multiple-choice questions assessing reasoning by
focusing on a variety of particular reasoning skills or reasoning
tasks.
One restricted response essay item that clearly identifies the

3. tasks to be performed.
Modified short answer response and multiple choice items for
students on IEPs.
An analytic scoring guide for the restricted response essay item
that describes the criteria and features to be scored.
An answer key that includes answers for the short responses,
multiple choice items with explanations for each option, and a
sample answer for the extended response essay.
Part 3: Conclusion
In finalizing your assessment plan, include a conclusion that
provides a 250-500 word rationale for the original assessments
you created. Discuss how the pre-assessment data would help
you to plan for instruction.
Discuss the feedback you received from your mentor teacher on
your assessment plan. Explain how you used the information
from the class profile you created and describe how the
assessments are aligned to the objectives and differentiated for
the population of students represented in the class profile.
Discuss how you could provide feedback to your students based
on the assessment data you would get if you executed this plan.
Indicate the professional collaboration needed to ensure the
delivery of an effective learning experience, based on the unit
plan.
Submit your class profile, introduction, three formative
assessments, one summative assessment, and conclusion to your
instructor as one deliverable.
Prepare this assignment according to the guidelines found in the

4. APA Style Guide, located in the Student Success Center. An
abstract is not required.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Standards and program competencies assessed in the benchmark
assignment:
3.1: Candidates use formative and summative assessments that
minimize sources of bias to support, verify, and document
learning. (InTASC 6a, 6b)
3.2: Candidates plan for instruction based on formative and
summative assessment data, prior student knowledge, and
student interest. (InTASC 7d)
3.3: Candidates effectively use assessment data to give
feedback. (InTASC 6d, 6g)
3.4: Candidates select and create learning experiences and
assessments that are appropriate for curriculum goals and
content standards, aligned to learning objectives and are
relevant to students. (InTASC 7a, 6b)
3.5: Candidates use appropriate strategies, develop appropriate
sequencing, and provide multiple ways to demonstrate
knowledge and skill. (InTASC 7c, 8a)
3.6: Candidates plan collaboratively with colleagues and other
professionals who have specialized expertise (e.g., special
educators, related service providers, language learning
specialists, librarians, media specialists) to design and jointly

5. deliver as appropriate effective learning experiences to meet
unique learning needs. (InTASC 2f, 7e, 9c, 10a, 10b)
3.7: Candidates guide students in using a range of technology
tools to access, interpret, evaluate, and apply information in
content area. (InTASC 8g)