1

Assessment Planning

Student’s Name

Institution Affiliation

Course Name and Code

Instructor’s Name

Due Date
 2

Assessment Planning

Introduction

In the education sphere, assessment tools are among the most important mechanisms,

where the purpose of these tools is to look deeper into the systems of instruction, see how

different teaching methods perform, and analyze whether students understand the material given.

However, they also serve as a guide for developing educational strategies. The whole purpose of

assessment goes beyond the learning of the mere facts; this is instead synonymous with the

actual process whereby the facts, skill, and wisdom are all put into action and critical analysis in

bringing about creative solutions (Sudakova et al., 2022). This helps the students both to be

conscious of the subject and to make some sense of its general ideas, therefore gaining a

complete grasp of the issue. Therefore, these evaluations are essential as they directly impact the

quality of students' learning, so they are not just creatures of imitation, but they become critical

thinkers and problem solvers.

Evaluating students in education has many facets covering measuring and

predicting. First and foremost, it aids in student diagnosis as it reveals the students' current levels

of knowledge, skills, misconceptions, and existing gaps in their learning. Prospectively, it can

guide the future teaching strategy and curriculum, considering the instructional approach needed

to help the students with their learning needs. Furthermore, the evaluation systems that

demonstrate satisfaction and suitability of the educational establishment reflect a high level of

staff social dedication to students’ development and achievement. These practices are not static;

they change with pedagogical innovation and are flexible to education glutes and other

dilemmas.
 3

A. Create a three-part learning objective that includes behavior, condition, and measurable

criterion.

Learning Objectives:

 Students must identify historical figures related to the Renaissance period from the given

list of historical figures; they can correctly identify 80% of the achievements.

 If a Renaissance-era document is given, the student can analyze the environment and the

cultural, intellectual, and societal influences that impacted that work. The analysis has to

demonstrate knowledge of the period at least 75% of the time.

 Upon undertaking the Renaissance assignment, the student can write an essay that

harmonizes the key historical points and composes an objective analysis, thus obtaining

an 85% or higher grade.

The significant factors that will determine the effectiveness of the assessment are, first of

all, knowing exactly what the learner's objectives are. These objectives will form the basis of the

learning for the students, allowing them to know the direction they are expected to take and the

standards they are expected to achieve. They become the teacher's instructions, providing insight

into the knowledge that the students are expected to acquire and the methods by which they will

show their knowledge (Koka et al., 2017). The well-developed learning objective is the target

and the measure, and it is, at the same time, the aim of the whole education system's strategic

objectives. The activities implied by the expected behavior, the situations in which the employee

is to be there, and the standards for assessing performance are the three functions of the SMART

objectives.

The learning objectives are precisely and unambiguously stated for this assessment. The

first goal is: "Students must identify historical figures related to the Renaissance period among
 4

the given list of historical figures; they can identify 80% of the achievements correctly”. This

objective is spelled in such a way as to test the primary educational outcome—the ability of

students to identify correctly these figures and their respective contributions to the Renaissance

(Morris et al., 2021). In such cases, it is of utmost importance, as historical discussions deal with

the human society's chronological, cultural, and intellectual frame from history.

The second objective is to ensure that "If a Renaissance-era document is given, the

student will then be able to analyze the environment and the cultural, intellectual, and societal

influences that impacted that specific work. The analysis has to demonstrate knowledge of the

period at least 75% of the time” covers the behavior of analyzing contextual influences,

condition of being provided primary source document and measurable criterion of 75%

demonstrated understanding.

The third objective expresses, "Upon undertaking the assignment on the Renaissance, the

student can write an essay that harmonizes the key historical points and composes an objective

analysis, thus obtaining an 85% or higher grade." This objective links the three dimensions of

constructing a well-structured essay, the event of being given a research topic on the

Renaissance, and the measurable criterion of scoring a grade of 85% and higher. In addition,

these three objectives address reading, comprehension, analysis, and writing skills that are

crucial in the Renaissance. The given criteria are particular, which also makes it easy to measure

student performance and progress.

This specificity will be displayed in the learning objectives with the behavior as one of its

essential elements. Not at all do they entail merely memorizing facts; relating those facts to

certain people themselves is the most decisive proof of a higher grasp level. The former—offered

a list of historical figures, a primary source document, and a research topic—gives direction and
 5

results in accurately assessing students' knowledge and thoughtfulness (Sudakova et al., 2021).

The measurable criteria define threshold performance so that the educator can evaluate a

student's outcome using the yardstick attached with a quantifiable measure.

Upon undertaking the Renaissance assignment, the student can write an essay that

harmonizes the key historical points and composes an objective analysis, thus obtaining an 85%

or higher grade. With the specification and measure of some goals, the examiners can assess the

practices relevant to education and the level of student understanding of the study materials

faster. Along with this, observing such processes helps to evolve methods of instruction, and the

content of the curriculum helps teachers not only hold things intact but also try to go further as

students’ needs change. Consequently, these objectives will define the flow of the course content,

determine the evaluation methods, and define the instructional approach to provide a

comprehensive and attractive learning experience (Koka et al., 2017). They manifest that these

objectives provide knowledge about history and contribute to building the skills needed for

critical thinking and analysis. Therefore, this process may facilitate the improvement of students'

learning outcomes.

B. Describe a formative assessment that could monitor a student's progress in meeting the

learning objective in Part A, including a sample of what might be on the formative

assessment (e.g., questions, things you might observe).

Formative assessment has become the most critical piece of the educational landscape; it

interacts in mutually interdependent ways with the continuous learning and teaching

environment. It provides a support system with scaffolding that, instead of increasing the

students’ workload, improves the learning environment, allows the instructor to respond

immediately to every stage of the study, and guides both the teaching strategy and the student-
 6

learning approach (Morris et al., 2021). This mutual involvement that occurs over time is

essential for determining the context of learning and a much more productive educational

process and meaningful understanding.

Starting from the kaleidoscope of a classroom, the formative assessments would serve as

a view into how the teacher delivers the lectures and whether the students comprehend all that is

being taught. This evaluation form is versatile, taking on different styles and functions within the

education system. First and foremost, particular exercises like group discussions enable students

to think aloud and practice their thoughts with each other. As a result, interactive learning

exacerbates the comprehensiveness of ideas through collaborative work (Koka et al.,

2017). Also, there are all types of inner processes, for instance, journal entries or short essays,

where the students internalize and collect their knowledge.

The other form of formative assessment, practical demonstrations, allows students to

apply their knowledge concretely and learner-centered, which helps to overcome a big gap

between theoretical knowledge and practical application. This mainly works well in subjects like

history or arts where the role of historical descriptions of people such as Leonardo da Vinci and

Michelangelo can be enhanced through creative activities that imitate their work or through

literary interpretation essays that delve deeper into their contributions to the Renaissance. For a

Renaissance-themed unit, students can act as artists and reiterate the famous art pieces of that

time, recreate them, and discuss the uniqueness of the techniques and aesthetics. They can also

participate in a mock trial to evaluate the ethical principles and theories governing discoveries

during that time (Morris et al., 2021). These phrases strengthen the subject understanding and

teach students to use critical thinking, creativity, and persuasive communication.

 7

Additionally, technology integration establishes the formative evaluation at new levels

and stages. Digital products and portals can provide prompt feedback through assessment

platforms like quizzes and interactive modes, allowing learners to instantly see the results of

their efforts (Koka et al., 2017). This immediate accessibility can be incredibly inspiring for

students because it lets them know they can probably identify their strengths and weaknesses in

the next lesson.

1. Describe how you will collect data using the formative assessment in Part B.

In the case of formative assessment, the way data is collected and analyzed is as essential

as the data itself. For example, examining observational data can provide information about

students' behavioral involvement and emotions during some learning tasks, and these data are

beneficial in estimating how engaged and interested learners may be. Feedback through written

responses, such as in answers to open-ended questions and essays that show the depth of

understanding, would be a bare minimum in the education process so students can cultivate a

sense of thinking independently (Koka et al., 2017). Students' oral responses in classroom

conversations are my cues as to whether they can frame their knowledge and think critically,

while the students' prompt-based responses at the end of the period serve as a quick pulse-check

of their knowledge for the day.

Such teaching can be built upon the information from each of the data collection methods

that help the teacher understand various aspects of student learning. Likewise, seeing information

that requires more energetic content or going between management strategies could be ignored in

the written responses while it is identified in the observations (Sudakova et al., 2022). Precisely

like the review of the classroom discussions, which may show the improvement of the
 8

argumentation skills or a more profound investigation of a few topics, exit tickets will let the

teacher know the fundamental information about the lesson instantaneously.

2. Describe how you will provide specific feedback to students about their performance

on the formative assessment from Part B.

Teachers employ formative assessment tools for constant monitoring, followed by

feedback and adjusting if required. Teachers have to learn how to interpret such data, analyze its

rate of impact on teaching and learning, and finally decide on the most effective way to deal with

the issues that it has identified. It could be just revising lesson plans, offering new learning

technologies, or developing different education techniques (Koka et al., 2017). Hence, formative

assessments are not only a tool to solve potential problems, but they should also encourage

students and show the achievements they have reached. Positive reinforcement may impress

students, instill their confidence, and help establish a holding stage where taking risks and

innovation may be promoted.

2. a. Describe how the formative assessment feedback in Part B2 will help student

progress in meeting the learning objective in Part A.

The feedback given by formative assessments will mean a great deal in ensuring that

students find it easy to meet the expected learning objectives. Through explicit correction of their

writings in activities like journal entries, group discussions, or technology-added tests, students

can go to the next level by getting valuable data about their thinking process at crucial moments

and acquiring skills to analyze historical facts objectively. This feedback will lighten their vast

success and pinpoint areas of improvement. It will serve as a guide in sharpening their

information and reasoning skills, allowing them to scale grades with 85% and up. In the long
 9

run, this kind of evaluation feedback appears to be a constructive instrument for aiding students'

learning process and, later, their success regarding the learning objective.

C. Attach the following to evaluate mastery in meeting the learning objective in Part A.

Summative Assessment

Title: Renaissance Mastery Assessment

The in-depth skill evaluation in this exam covers the main learning objectives of the

Renaissance period. The assessment features three sections, which sequentially address the

respective objectives. Please carefully read each prompt and respond fittingly.

Section 1: Determination of Historical Figures

In this part, you will be given a list of 10 historical figures, some of whom had a

connection with the Renaissance period. One must determine which figures greatly impacted the

Renaissance and explain their most notable contributions and innovations. To prove your

mastery, you should be able to correctly recognize and discuss at least eight of the Renaissance

figures among the ten that were presented.

Here is a list of historical figures associated with the Renaissance period:

1. Leonardo da Vinci

2. Michelangelo Buonarroti

3. Niccolò Machiavelli

4. Johannes Gutenberg

5. Galileo Galilei

6. William Shakespeare

7. Christopher Columbus

8. Nicolaus Copernicus
 10

9. Botticelli

10. Dante Alighieri

Now, to correctly recognize and discuss at least eight Renaissance figures.

Section 2: Document Analysis

You can read the primary source document, dated from the Renaissance, in this section.

You aim to understand how the cultural, intellectual, and social backgrounds of the times

affected the making of the work. Your answer should convey a clear message of the Renaissance

era's morals, views, and societal alterations. To pass the mastery criteria, 75% of your evaluation

should reflect the context of the Renaissance age.

Section 3: Essay Composition

Moreover, in the last part, you will do a research topic concerning the Renaissance

period. One of this assignment's objectives is to write a logically structured essay that merges

key historical aspects and critically analyzes the subject. Your essay must receive at least 85% of

the possible marks to prove that you have accomplished all the learning goals.

Evaluation Criteria:

Your responses will be evaluated based on the following criteria:

Identification of Historical Figures: The degree of precision in recognizing personalities

and their achievements of the Renaissance (80% or higher.

Document Analysis: Depth of analysis and evidence of understanding the results of

cultural, intellectual, and societal influences. Illustrate examples with high scores of 75% or

more.

Essay Composition: My goals are the correlation of significant historical events,

coherence of the analysis, and, finally, grades 85% or higher.

 11

A student's score for a summative examination could be assessed using an appraisal tool,

such as a rubric. This rubric shall incorporate the learning objective and clearly describe the

parameters of the assessments that will be made based on their answers (Tractenberg, 2021).

Summative Assessment Evaluation Rubric:

Criteria Exceeds Meets Approaching Below

Expectations (4) Expectations Expectations (2) Expectations (1)
(3)
Identification Student accurately Student The student Students
of Key identifies and accurately identifies and accurately
Contributions describes the identifies and describes the identify and
critical describes the critical describe the
contributions of at critical contributions of critical
least 9-10 contributions of 5-7 Renaissance contributions of
Renaissance at least 8 figures, with fewer than 5
figures with Renaissance some Renaissance
significant detail. figures. inaccuracies or figures.
lack of detail.
Analysis of The student The student The student's The student's
Renaissance provides a provides a analysis of how analysis does not
Values and comprehensive satisfactory the contributions demonstrate an
analysis of how analysis of how of the three understanding of
Ideals
the contributions the contributions selected how the
of all three of the three Renaissance contributions of
selected selected figures reflect the three selected
Renaissance Renaissance the values and Renaissance
figures reflect the figures reflect ideals of the figures reflect the
values and ideals the values and Renaissance values and ideals
of the ideals of the period is limited of the
Renaissance Renaissance or incomplete. Renaissance
period. period. period.
Explanation The student The student The student's The student's
of Cultural provides a explains explanation of explanation does
and Societal thorough and satisfactorily how the work of not demonstrate
insightful how the work of the two selected an understanding
Influence
explanation of the two selected Renaissance of how the work
how the work of Renaissance figures of the two
both selected figures influenced the selected
Renaissance influenced the era's cultural and Renaissance
figures influenced era's cultural and societal changes figures
the era's cultural societal changes. is limited or influenced the
and societal lacks depth. era's cultural and
changes. societal changes.
 12

Applying this evaluative tool, the teacher can ascertain the student's level of

comprehension of the objective and assign feedback to each student's performance accordingly

(Tractenberg, 2021).

Summative Assessment Alignment

Summative Assessment Aligning the "Renaissance Mastery" Assessment with the key

learning objectives for the Renaissance unit is an essential step in this instructional plan. The

summative evaluation has three parts that extensively convey the key learning goals (Morris et

al., 2021). The first section is a factual component based on identifying and describing the

prominent Renaissance figures, contributing to learning about the most influential characters and

their impacts. The learners can showcase their knowledge about this learning focus by correctly

identifying and talking about at least eight of the ten charts.

On the other hand, the second section of the assessment involves an in-depth analysis of a

primary source document written during the Renaissance era. By focusing on this part of the

instruction, the students can identify various aspects associated with the cultural, intellectual, and

societal forces that gave rise to popular values and beliefs during that period (Koka et al., 2017).

The students' analyzing skills and clearly showing understanding of the motives, feelings, and

implications of the choices portrayed in the work will indicate that they have mastered this

objective. Lastly, the essay composition portion of the summative assessment is congruous with

the learning goal of explicating the influence of the Renaissance on societal and cultural change

(Sudakova et al., 2022). Students can showcase their achievement of the objective by composing

a coherently arranged essay framed on selected aspects of history with a critical account of the
 13

subject. Therefore, the prerequisite of the essay receiving 85% of the possible marks entails the

acquisition criterion of this learning goal.

Summative Assessment Feedback

One of the critical components of the "Renaissance Mastery Assessment" that is

necessary for students is clear and specific feedback. The rubric in the assessment plan outlines

the expectations for students when they exceed, meet, approach, and fall below the standards for

each assessment section (Morris et al., 2021). The feedback, in return, will enable students to see

their progress in meeting the learning objectives and also state the areas where they need to focus

their efforts for improvement.

The evaluation tool's criteria for the Identification of Key Contributions, Analysis of

Renaissance Values and Ideals, and Explanation of Consequences Related to Cultural and

Societal Influence sections tell students what is expected for them to achieve mastery. For

instance, pupils who correctly depict and explain the critical role of at least eight from the

Renaissance will meet the expectations. Exceed expectations could be depicted by students who

identify figures nine to ten (Koka et al., 2017). This information will assist the students in testing

their level of learning and drive them to understand better the skills related to the Renaissance.

Summative Assessment Mastery

The "Renaissance Mastery Assessment" breaks down the mastery criteria into individual

teaching sections. This helps students see a clear picture of the expected performance to show

their accomplishment of the learning goals (Tractenberg, 2021). Eighty percent in the Historical

Identification, seventy-five percent in the Documents Analysis, and eighty-five percent in the

Essay Composition — these are the general requirements expected of the test-takers.
 14

This feedback will help the students gain insight into their improvement and determine

what skills should be worked on specifically. This will be achieved by breaking down the

learning objectives into measurable and achievable criteria, giving the students power over their

learning and working towards enriching their knowledge of the Renaissance period (Morris et

al., 2021). The evaluation tools rubric will give students an idea of what they must do to meet the

above goals.

Differentiation in Summative Assessment

The "Renaissance Mastery Assessment" will be more effective through the direct

relevance of the differentiation strategies to students' varied learning needs. One of the

advantages of the summative evaluation is its variety of response formats, e.g., written essays,

multimedia presentations, and project-based assessments (Koka et al., 2017). Thanks to all these

different options, students can choose the format that fits their learning preferences and

capacities.

In addition, this assessment can be diversified by adding the scaffolded questions or tasks

to the part of each section. This principle lets learners of different abilities look through the

course materials and show their expertise on the main ideas before they jump into complex

assignments. Thus, weak students can demonstrate their understanding of the main concepts.

However, the most advanced learners can be challenged with even more advanced elements to

explore an opportunity to enlarge their potential and to get more involved with the material

(Morris et al., 2021). The learning plan contains tiered assignments for each section of the

summative assessment, so no one gets to slack and suffers from academic overwhelming. The

differentiation strategy allows teachers to compete on each student's strengths and needs,

promoting academic progress and reducing the gaps in learners’ performance (Koka et al., 2017).
 15

Part D: Future Instruction

The takeaway from summative assessment is beyond breadth in advising the best

teaching practices for the future. Consequently, the evaluations furnish various data

characteristics that reflect students' individual performance and curriculum success (Morris et al.,

2021). Analyzing such data allows educators to draw a picture of how the students rate their

understanding of these topics, which can be used for revision and curriculum

shaping/enhancement.

This discovery may be that students are not doing well consistently in particular fields.

Thereupon, maybe these failings should be worked upon over more lectures. On the contrary, if

the students deal with some segments well, they may be given additional chances to evaluate

their understanding and identify their areas of excellence (Sudakova et al., 2022). This will give

outside-the-box academic challenges to the environment that may be used as a potential learning

field. Additionally, the feedback from cumulative assessments usually facilitates educators in

adjusting their teaching approaches to suit the learning needs of their students well (Koka et al.,

2017). Consequently, if many pupils fail to grasp a particular idea, establishing different teaching

methods, such as more hands-on activities, integrated technology resources, and peer-assisted

strategies, will probably be considered.

Conclusion

As a result, any sound assessment system comprising both formative and summative

assessments is considered a strong indicator of the effectiveness of education. This tactic must

not be static. Instead, it must be dynamic, offering suggestions on different lines, i.e., student

performance and feedback. Educators who rely on cyclical and reflective assessment can adapt

their teaching to existing standards but can also apply strategies that consider the unique needs of
 16

the students and their changing educational environment. The primary purpose of learning by

doing is not to generate mere knowledge but a fundamental, comprehensive understanding of the

subject to help the students achieve scholarly excellence and succeed in their careers.
 17

References

Koka, R., Jurāne-Brēmane, A., & Koķe, T. (2017). Formative Assessment in Higher Education:

From Theory to Practice. European Journal of Social Sciences Education and

Research, 9(1), 28. https://doi.org/10.26417/ejser.v9i1.p28-34

Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in

higher education: A systematic review. Review of Education, 9(3).

https://doi.org/10.1002/rev3.3292

Sudakova, N. E., Savina, T. N., Masalimova, A. R., Mikhaylovsky, M. N., Karandeeva, L. G., &

Zhdanov, S. P. (2022). Online Formative Assessment in Higher Education: Bibliometric

Analysis. Education Sciences, 12(3), 209. https://doi.org/10.3390/educsci12030209

Tractenberg, R. E. (2021). The Assessment Evaluation Rubric: Promoting Learning and Learner-

Centered Teaching through Assessment in Face-to-Face or Distanced Higher

Education. Education Sciences, 11(8), 441. https://doi.org/10.3390/educsci11080441