Kingwell - Designing Apporpriate Authentic Assessments
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1
Designing Appropriate Authentic Assessments
Mariah Kingwell
College of Education, Grand Canyon University
EDU-554-0502: Methods of Instruction and Assessment
Dr. Shad Morrow
January 31, 2024
2
Differentiated Instructional Strategies
The standard for Kindergarten is CCSS.ELA-Literacy.RF.K.1.D, students must be able to
recognize and name all the uppercase and lowercase letters in the alphabet. This is an important standard in kindergarten as it is the foundation to reading. The learning objective is to be able to identify all letters and produce all sounds in the alphabet as this is the first step to reading.
In this assessment there are multiple ways for students to demonstrate their knowledge of the letter, one way for students to demonstrate their knowledge of the letter is when verbally told the letter they will write them in shaving cream on the table. This allows students to show their knowledge kinesthetically, another way to allow students to show their understanding is to show them a card and have them respond verbally. These can both be applied to sounds by replacing the initial letter with the sound and showing them a card and having them respond with the sound
of that letter. CCSS.ELA-Literacy.RF.K.1.D Recognize and name all upper- and lowercase letters of the alphabet. 1
2
3
4
Identify Uppercase Letters
Students can identify less than
5 uppercase letters in the alphabet.
Students can identify some (5-
15) uppercase letters in the alphabet.
Students can identify most (16-25) uppercase letters
in the alphabet.
Students can identify all uppercase letters
of the alphabet.
Identify Lowercase Letters
Students can identify less than
5 lowercase letters in the alphabet.
Students can identify some (5-
15) lowercase letters in the alphabet.
Students can identify most (16-25) lowercase letters
in the alphabet.
Students can identify all lowercase letters
of the alphabet.
Identify Sounds
Students can produce less than 5 sounds in the alphabet.
Students can produce some (5-15) sounds in the alphabet.
Students can produce most (16-25) of the sounds in the alphabet.
Students can produce all letter
sounds of the alphabet.
These assessments are not limited to the specific responses that are listed, if a student wants to answer verbally to all questions or pick out cards, adjustments are to be expected as students’ responses do not always fall into the exact answers that are listed. These assessments are quick and allow for mistakes on the student’s parts, any mistakes can be immediately directed to the correct letters allowing for better learning. This type of assessment occurs throughout the lesson as opposed to the end of the lesson, this also allows for constant adjustment of the lesson and authentic learning while meeting students where they are academically. This type of approach allows students to also feel less pressure at the end of lessons allowing them to be comfortable during the assessment process and alleviating testing
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