One difficulty that may arise is the ability to align assessment and instruction within a unit. It is the goal for teachers to create a unit that is rich in the connectivity to curriculum goals, student interests, potential for complex associations, and collaborative projects (Scheuerman, 2014). Even though a unit may provoke all these aspects, it is important to complement ongoing instructional activities with ongoing assessments. As Drake and Burns (2004) states teachers should be asking, “How do I know when the student knows this?” and at the same time be considering, “How do I make this an interesting and relevant activity?” (p. 77). It can be difficult to implement a meaningful assessment activity that will complement the unit activities. Some ways a teacher could achieve this are through clear expectations, reflections, or by students teaching others. Clear expectations can be made through having specific performance criteria or a rubric (p. 78). Rubrics allow students to understand the criteria for assessment before beginning the project. Reflections can be done through daily journals, discussions, or self-assessments. This is a great approach in providing an ongoing assessment that can be easily referenced. Finally, one can assess a student’s teaching performance through tutoring or demonstrations (p. 78). When students truly know the material, they are able to articulate and teach it to their peers. These are all methods in which a teacher can align their teaching and assessment with their learning principles.
Drake, S.M., & Burns, R.C. (2004). Meeting standards through integrated curriculum. Alexandria, VA: ASCD.
Scheuerman, R. (2014, February 5). EDU 6363 Course Lecture – Session 5: Integration, Academic Integrity, and Language Arts Methods (I).