Assessment Construction Project 

Overview
This project demonstrates my ability to design performance-based assessments tailored to the needs of Emergent Bilinguals. By employing a backward design approach and addressing diverse educational contexts, I created tools and strategies that promote equitable learning opportunities and measurable outcomes.

Section Highlights

1. Knowing the Students and Context

• What I Did:
  I developed a detailed profile of a hypothetical classroom of 25 Emergent Bilinguals, analyzing their language backgrounds, proficiency levels, cultural contexts, and classroom environment. This section explored how community, school, and classroom factors influence teaching and learning.

• Skills Used:

  • Research and analysis of demographic and contextual data.

  • Synthesizing complex information to inform instructional planning.

  • Anticipating instructional challenges and designing targeted supports.

• Positive Outcomes:
  This foundation allowed me to create assessments that were culturally responsive, aligned with learner needs, and adaptable to real-world scenarios.

2. Designing Assessments with Backward Design

• What I Did:
  I designed a comprehensive assessment plan using the backward design framework, including:

  • Pre-Assessment: Tools to assess prior knowledge.

  • Formative Assessments: Activities to scaffold learning and measure progress.

  • Summative Performance Assessment: A project-based task aligned with Ohio ELP Standards.

  • Rubrics and “CAN-DO Statements”: Criteria for clear, objective evaluation.

• Skills Used:

  • Curriculum alignment with state standards.

  • Creative assessment design tailored to diverse language needs.

  • Clear communication through rubrics and performance indicators.

• Positive Outcomes:
  The plan ensured coherence between learning objectives and assessments, providing actionable insights into student progress and enabling differentiated instruction.

3. Reflection on Teaching and Learning

• What I Did:
  I evaluated the effectiveness of my assessments and instructional strategies, focusing on:

  • How formative assessments informed teaching decisions.

  • The integration of Universal Design for Learning (UDL) principles.

  • The validity of assessment outcomes in guiding student learning.

• Skills Used:

  • Critical evaluation of instructional strategies.

  • Problem-solving to address diverse learner needs.

  • Evidence-based decision-making to refine assessments.

• Positive Outcomes:
  The reflection process highlighted the success of my design in supporting language development and confirmed the adaptability of my assessments to various educational contexts.