Assessment is like planning a trip

The more and more I am creating and observing assessment in action, I am coming to realize that integrating assessment is like planning a trip.

Planning a trip comes with a process of planning, re-evaluating, and execution of planning. You first have to know where you are going, why you are going, what to see/do when you get there, and what to do to prepare for the upcoming trip. It's also helpful to have Plan B in case things do not work out the way you expected them to be.

In the similar fashion, planning an assessment piece takes a process of much strategic scheduling and many re-evaluations. To make this concept concept, let me share my assessment planning process.

1. What Competencies do you want to assess? Choose the competencies you would like to assess at the end of this unit.

2. Assessment Type. Decide how you want to assess the students (project/ test/ essay/ presentation).

3. What are you exactly looking for? Use operational definitions or explain what components of the competencies you are assessing.

4. Learning Continuum. What does proficient look like? What does it look like to extend? To develop? To emerge?

5. Resource. Where will the students obtain the skills they need when being assessed? What lessons do I, as their educator, need to provide for them?

6. Universal Design for Learning. Would all my students be able to access the learning material? How can I tailor the education so that they can benefit it the most?

7. Plan B. If this assessment piece does not go well, what are some other pieces in the learning that I can assess on?