General Assessment Methods (from McMillan’s Classification of Assessment Methods):
(NOTE: There is no specific list or correlation of assessment for each type of curricular design. Though we have provided specific examples of what assessment would likely look like for each design, we felt this section should stand alone as the curricular designs may draw from different a multitude of assessment methods in order to align with their particular set of standards and learning targets.)
-Selected Response; M/C, True/False, Matching, short answer, show work, label etc.
-Constructed Response; Paper, project, illustration, table, speech, debate, demonstration, athletics, etc.
-Student Self-Assessment; survey, questionnaire, self-evaluation via rubric, reflection, peer-evaluation
Assessment for learning / of learning are both best practice and mainstream, we envision that they would/could be used with any/all Curricular Designs:
--Formative Assessment is used to monitor learning, check for progress, diagnose learning problems, and specify instructional adjustments.
--Summative Assessment at the end of an instructional unit provides information for grading students, evaluating teaching, and evaluating curriculum and school programs.