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Curriculum Development Workshop
Designing Assessment Maps
Session Objectives
Participants will be able to:
• create an End-of-Unit and Lesson-Level Assessment
that will form the foundation for a module or unit
assessment map.
3
Session Agenda
1. Assessment Mapping: Building the Spine of the
Curriculum
2. Guided Practice: Designing an Assessment Map
3. Reflection and Closing
4
Lesson-Level Assessment Mapping:
Guiding Principles
• Texts lend themselves to specific standards
• Chunk and excerpt texts for depth, not coverage
• Scaffold and backwards map towards the end-goal,
making sure students are supported throughout
• Draft standards-aligned lesson assessment prompts
that aim to teach whole standards
• Integrate opportunities for Reading, Writing,
Speaking and Listening, and Language throughout
* You may need to reconsider text chunking as necessary, and in
some cases, text selection and juxtaposition.
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Analyzing an Assessment Map
Independently, read the annotated Assessment Map,
paying attention to the comments. Then write down:
1) Three observations
2) Two questions
3) One thing you learned about mapping
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Analyzing an Assessment Map
In groups, answer the following questions:
• What do you notice about the alignment of the
assessment prompts to the wording of the
standards?
• How do the assessment prompts scaffold and build
throughout the module?
• How do the lessons scaffold students to the
expectations of the Performance Assessment?
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Activity: Develop an End-of-Unit
Assessment
• Materials:




Assessment Map Template
Curriculum documents from Session 1
Your text
Your Curriculum Planning Worksheet (homework)
• Instructions:

If you can, work with a partner using the same text and
design an End-of-Unit-assessment. Your Assessment Map
may only be one unit long, and that’s fine.
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Talk About It
In table groups, each pair should present their EOU
Assessment. For each assessment, discuss the
following two questions, with the goal of trying to make
this assessment better.
• How will this assessment elicit evidence of skills and
abilities with respect to the standards that are its
focus?
• What supports will you build into this assessment to
ensure accurate and fair results for all students?
9
Activity: Develop a Mid-Unit Assessment
• Materials:




Assessment Map Template
Curriculum documents from Session 1
Your text
Your Curriculum Planning Worksheet (homework)
• Instructions:

If you can, work with a partner using the same text and
design a Mid-Unit Assessment.
10
Talk About It
In table groups, each pair should present their Mid-Unit
Assessment. For each assessment, discuss the
following two questions, with the goal of trying to make
this assessment better.
• How will a student’s performance on this
assessment tell you whether they are on track with
their skill development to be successful on the Endof-Unit Assessment?
• What will you do for students who are not on track to
close the skill deficit?
• How does this assessment create space for multiple
modes of representation?
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Practicing Assessment Map Design
In groups, you will begin designing an Assessment
Map for Steinbeck’s, Of Mice and Men.
1. Start by identifying which standards you want to
assess students on in the End-of-Unit Assessment.



Try to limit EOU Assessment to two standards
Make sure these standards are overly-represented in unit
Don’t worry about crafting the EOU Assessment prompt
2. Integrate opportunities for Reading, Writing,
Speaking and Listening, and Language into the map
3. Work on chunking and assessments for lessons 1-3
Reminder: Have the CCSS and text out at all times!
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Reflect and Check for Alignment
In pairs or small groups, revisit your Performance
Assessment against the End-of-Unit and Mid-Unit
Assessments you have designed, using the following
questions.
• Does the End-of-Unit Assessment scaffold to the
Performance Assessment? How?
• Does this collection of assessments make sense
against the larger story of the module? Do they
collectively make sense?
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