Creating Traditional and Authentic

Rationale: The effective teacher consistently designs and creates a variety of formative and summative traditional and authentic assessments to monitor student progress, achievement, and learning gains. Assessments often have to be modified to accommodate learning styles, ELL language development, cognitive development, and knowledge.
Part A: Traditional Assessment
Description: Creating traditional assessments is an important skill for teachers. You will create a traditional assessment (a major test) that can be utilized in a P-12 setting. It will utilize a variety of questions to monitor learning, align with learning objectives, and lead to mastery. Suggested modifications for accommodating students’ learning styles and varying levels of knowledge will need to be considered and included.
Directions: Your traditional assessment should include: Test Blueprint (including Florida standards); the test (including instructions for the students; a variety of questions; a scoring instrument; an explanation of adaptations and accommodations for ELL and ESE students; and a lesson plan to be utilized in remediation.
To develop a traditional test:
Identify the student learning outcome(s) to be tested. This will include many of the outcomes from the unit, but it may not include all of them. If this is a semester examination, you will need to sample from the outcomes. You should also exclude the outcomes that are assessed in other ways. Use the current Florida standards.
As with all instruction and assessment, it is important for you to include tests of cognitive skill attainment in this examination.
• Develop a test map/blueprint listing the number of items (and their item numbers on the examination) for each outcome.
• Develop your items, demonstrating your skill to use a variety of item types, as appropriate to the outcomes. Be sure to include items that are multiple choice, binary (e.g., true/false, fact/opinion), matching, sentence completion, an interpretive exercise, and an essay item. Include five of each type except for the interpretive exercise and essay(s), and include one short and one long response.
• You must develop and include on your test a rubric for each essay question.
• Show your test to your professor and ask him/her to read the test and help you identify any items that are confusing or not clearly written, biased, or not formatted using standard formatting criteria. Revise your test based on the feedback.
• Evaluate the items yourself and make certain the items are of an appropriate level of difficulty for your students and content you would teach. Include a scoring key, rubric for the essay question(s), and sample answers.
• Identify and discuss any accommodations/adaptations you would need to make for ELLs and ESE students in administering this test.
• Discuss how the assessment tool would be modified for Access Points students. Choose one category- Independent, Participatory, or Supported, a standard that was assessed utilizing your test, and explain how modifications could be made.
• Write a reflection on the assignment for your e-portfolio.
• For whom did you develop and/or implement the artifact (# students/ grade/age/
• subject/classroom setting/LEP/ESE)?
• What theory/concepts/best practices did you use to develop and/ or implement
• the artifact?
• What did your students learn, or what will they learn as result of the artifact being
• implemented / utilized by you?
• What did you learn as a result of creating/implementing the artifact?
• What would you do to improve the artifact and student learning?
• How did the assignment address the FEAP?
• How will you continue to grow as it relates to this assignment/FEAP?