Assessment Checklist Template

1. Does the assessment adequately evaluate academic performance relevant

to the desired objective? (validity) How do you know?

This assessment adequately evaluates academic performance because it asks

questions that allow students to show what they know about the properties of
the states of matter and categorize matter into groups. They are also able to
demonstrate that materials are composed of parts that are too small to be seen
without magnification in order to explain that all objects are composed of
matter. Students should also be able to identify movement of particles in order
to classify matter as a solid, liquid, or gas. The assessment allows students to
demonstrate how matter (water, in particular) can be present in different stated
in order to identify and explain the phase changes of melting, evaporation,
condensation and freezing.

2. Does this assessment tool enable students with different learning styles or
abilities to show you what they have learned and what they can do? How
do you know?

This assessment enables students with different learning styles/abilities to

show what they have learned because of the word choice and visual prompts.
Because I used multimedia and infographics during instruction, the addition of
a few of these visuals allow the learners (that I have learned shut down with
wordy questions) to create the picture in their mind first, then submit the
appropriate response. The concise and explicit questions allow the students to
recall information more easily.

3. Does the content evaluated by the assessment align with the content from
the lesson? (Content validity) Explain.

The content evaluated by the assessment aligns with the content from the
lesson. It includes similar wording, visuals and continues to assess the
properties of the states of matter and categorize them.

4. Will the assessment provide information at a level appropriate to the

outcome? (Bloom’s)

Yes, it will because the main objective is to identify properties of matter in order
to classify and categorize matter into groups. This falls under Bloom’s first level
of knowledge. Of course, there are other objectives assessed in this piece,
however, the overall goal is to find out their overall knowledge of the states of
matter. Throughout the lesson students were to demonstrate and explain which
fall under the understand and apply levels of Bloom’s taxonomy.
5. Is the assessment summative or formative - if formative, does it generate
information to improve learning and/or instruction?

The assessment is summative.

6. If this is a summative assessment, have the students had ample

opportunity for formative feedback and practice displaying what they know
and can do?

The students have had daily lessons in order to practice and display what they
know about each day’s objective. Ample feedback and formative assessments
were given throughout which included online games, cooperative projects and
assignments, worksheets and hands-on activities.

7. Will you provide the students with a copy of the rubric or assignment
grading criteria (if applicable)?

The students are able to receive immediate feedback from their assessment as
this was created online and assigned through Google classroom.

8. Will you provide the students examples of model work?

No, they will not receive examples of model work as this is a unit test.
However, a regular practice is to review question that the majority of the class
did not perform well on to clear up misunderstanding, address misconceptions
and, possibly, give credit to students who are able to verbalize the correct
response in another way.