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Literature Assessment Plan

Literature Assessment Plan

Literature Assessment Plan

To monitor progress toward attaining learning goals, the teacher and the student must engage in some assessment. Assessment may be done in several ways. Formative assessment is a term that refers to methods that are used to discover misunderstandings, difficulties, and learning shortfalls along the route and determine how to fill these gaps (Dixson & Worrell, 2016). It contains excellent tools for assisting in shaping learning. It may even strengthen students’ ability to take ownership of their learning when they realize that the aim is to enhance learning rather than assign final grades to individual students’ performance. Through writing, exams, discussion, and other means, students may evaluate themselves and their classmates and even the teacher.

In a nutshell, formative assessment happens during a class or course. It aims to enhance students’ attainment of learning goals by using tailored methods to meet the unique requirements of individual students (Dixson & Worrell, 2016). Techniques for Interrogating People Using Hand Signals Encouraging the class to reply by using their fingers to an issue or a question is an example of active participation. A certain number of fingers should represent a particular answer. For example, before asking the question, you might assign that one finger to indicate yes and two fingers to symbolize no to the participants. In a multiple-choice situation, another method may be implemented. One finger symbolizes A; two fingers symbolize B; three fingers indicate C and four fingers signify D, represented by one finger each. This method enables you to rapidly evaluate your group as a whole to measure student comprehension and retention (Brookhart, 2001). The second approach is called

Think-Pair-Share. When students are sitting on the rug, I suggest sitting next to a partner to ensure comfort. This is a highly effective classroom management technique, and it prepares students to participate in think-pair-share sessions in the future. Begin the think-pair-share process by asking students to respond to a topic, scenario, or prompt. Allow them to have autonomous “think time.” Following that, invite them to discuss their thoughts with their spouse. Finally, allow a small number of students to share their views with the rest of the class.

Create a summative assessment activity for the unit that helps students apply their developing ELA reading, writing, speaking, viewing, listening, and thinking too many different situations, materials, and ideas.

Elementary children begin their education with fundamental abilities that gradually grow more sophisticated as they go through the grades. Summative evaluations may take the form of simple exams or enjoyable, creative projects, depending on the classroom context.

Here are a few instances of summative evaluations that you may encounter in an elementary school setting (Dixson & Worrell, 2016). Tests after a unit or instructional session are simple to evaluate student abilities and knowledge, although they are not as entertaining as choices. In all disciplines, multiple-choice or problem-solving exams may be used to assess student understanding. They should nevertheless be genuine, trustworthy, and valid, and a variety of testing methods should be used to ensure that the amount of testing does not grow excessively. Elementary children like discussing their favourite books with their peers. It is an excellent method to evaluate if students can apply literature review and reading ability to a book of their choosing when writing book reports, whether in a traditional essay style or a more creative manner.

Discuss digital tools in assessments to promote effective communication, collaboration, and support interactions to meet diverse learning needs.

A variety of methods, such as monitoring student progress over time, may provide immediate evaluation using technology in various settings. However, perhaps even more appealing is the fact that educational technology can assist formative assessment, thus increasing engagement, identifying information gaps, and facilitating further and deeper learning. Here are just a few examples of how technology may be utilized in the classroom to enhance learning and assessment opportunities. It allows for more adaptability (Brookhart, 2001). In addition to providing greater flexibility, cloud-based learning allows students to access and complete required assessments at the most convenient time for their unique learning styles and requirements, as you may have seen during the lockdown. All they need is a device capable of connecting to the internet and a web-based or virtual environment. Because it incorporates real-time evaluations and immediate polling, enabling instructors to evaluate student understanding while they are still learning. By detecting and correcting any gaps in knowledge as soon as they arise, educators may then customize their courses to meet the specific requirements of each student.

Describe how the formative and summative assessments can be differentiated to meet the diverse learning needs.

Difficulty-based assessment tailors student assessments to their unique characteristics/profiles to suit their particular requirements. It is intended to improve students’ learning while also increasing their capacity to demonstrate what they have learned. Before starting school, students have a variety of educational experiences and preparedness levels.

They also have a variety of learning styles and preferences and academic standing, talents, strengths and weaknesses, and cultural, racial, and socioeconomic backgrounds (Kowalski & Lasley, 2010). Teachers use differentiated assessment to match and react to the varied learning requirements of diverse pupils in a classroom setting. By differentiating assessments, instructors assist students from a variety of backgrounds in effectively demonstrating their skills in methods that are appropriate and beneficial for each of them. Teachers are better equipped to address the unique requirements of their students when they use a variety of assessment techniques and activities that suit various kinds of students (Brookhart, 2001). As a result, students have more success in their learning.

By creating a variety of assessments that are appropriate for different groups of learners, students will have more chances to successfully show what they have learned in class. Teacher guidance is also provided through differentiated assessments, which suggest altering, adapting, and arousing. Differentiated assessments may be carried out by developing and implementing various assets to show what they have learned in class successfully for each kind of student, allowing them to learn and show what they have learned more successfully than their peers (Gulikers et al., 2013). Providing students with a variety of choices and chances to demonstrate their learning and competence may be accomplished via differentiated assessments. For example, scaffolding students who are struggling, questioning developed students with more mid-stimulating exercises, adapting queries, compacting, flexible various potable tasks and tasks based on students’ teaching strategies, and educational contracts are all examples of ways to differentiate assessments.

How effective assessment practices guide students toward their individual learning goals.

In the process of assessing themselves, students are simultaneously learning and developing their cognitive abilities. Student reflection on what they know is common in our classrooms, and it allows them not only to chart a path for the development they want to achieve but also allows them to recognize and appreciate the knowledge and skills they already bring to the learning experience (Gulikers et al., 2013). The students are exercising muscles that help them create an academic mentality before the class even starts, which prepares them to comprehend what they are studying and how they are learning it. That combination of abilities will improve their capacity to learn, adapt, and develop in future classes, as well as in their future careers and personal lives (Gulikers et al., 2013). In addition, when students evaluate their work and recognize their strengths and shortcomings, the chance that they will do better the following time is increased. This is true for everyone, not just students, and is applicable in all situations. It is more probable that we will own our objectives and strive harder to attain them if they originate from inside us rather than being forced from outside.


 Brookhart, S. M. (2001). Successful Students’ Formative and Summative Uses of Assessment Information. Assessment in Education: Principles, Policy & Practice, 8(2), 153–169.

Dixson, D. D., & Worrell, F. C. (2016). Formative and Summative Assessment in the Classroom. Theory Into Practice, 55(2), 153–159.

Gulikers, J. T., Biemans, H. J., Wesselink, R., & van der Wel, M. (2013). Aligning formative and summative assessments: A collaborative action research challenging teacher conceptions. Studies in Educational Evaluation, 39(2), 116–124.

Kowalski, T., & Lasley, T. J. (2010). Handbook of Data-Based Decision Making in Education. Taylor & Francis.


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For this assignment, create a 500-650 word assessment plan for a literature unit that includes formative and summative assessments, as well as technology and differentiation.

Literature Assessment Plan

Literature Assessment Plan

Include the following in your plan:

Describe formative assessment strategies that would be used in literature lessons to gauge student understanding and inform instructional planning.
Create a summative assessment activity for the unit that helps students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas.
Discuss the use of digital tools in assessments to promote effective communication, collaboration, and support interactions to meet diverse learning needs.
Describe how the formative and summative assessments can be differentiated to meet the diverse learning needs.
How effective assessment practices guide students toward their individual learning goals.
In addition, write a 250-350 word reflection on the process of creating a literature unit and explain how you plan to use research on teaching, professional ethics, and resources available for professional learning to improve student learning in your future professional practice. Cite the “COE Professional Dispositions of Learners” and the “Model Code of Ethics for Educators” as appropriate.

Support your findings with 2-3 scholarly resources.

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