Professional educators must use assessment to measure student progress and adjust instruction to ensure both content mastery and language development. With this, they must also justify their evidence-based instructional

Professional educators must use assessment to measure student progress and adjust instruction to ensure both content mastery and language development. With this, they must also justify their evidence-based instructional decisions. In this assignment, you will continue to work on your unit by adding 2–3 pages of formative assessments and a rubric to measure student performance on a summative assessment. You will also develop an intervention activity for those who do not master an objective/outcome the first time.

 Step 1              2-3 pages

BE5013 Module 4 Application: Thematic Unit Rubric v.2

Design your formative assessment plan by adding:

Three formative assessments that measure both content understanding and language development clear descriptions of how each assessment aligns with unit objectives language support and accommodations for different proficiency levels Step 2   2-3 pages Describe a culminating performance task for your unit. Develop a detailed rubric:

List the objectives/outcomes you will assess in the first column. Specify the performance levels. You may use numbers (for example, 1, 2, and 3) or words (for example, Basic, Proficient, and Advanced). In the boxes below each performance level, describe what students must be able to do to achieve that level of performance. If you have a class of students with a wide range of language proficiency levels, you may create a modified rubric to differentiate for lower and higher levels.

Step 3           2-3 pages Next, design an intervention for students who may not master an objective/outcome the first time as shown by their performance on formative assessments.

Describe the intervention. Describe how you will assess the effectiveness of the intervention.