EDPT 514: Assessment Strategies for Diverse Learners
Assessment Plan /Impact Project
Submitted to: Dr. E. Foster
Submitted by: (your first and last name should be written in this space)
2026 Spring Semester
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Assessment Component I: Learning About Students: Whole Class and Two Focus Students
An important step in planning assessment is to learn about your students. Provide information
about the whole class and two focus students in the sections below. Select a class, a content area,
and a unit of study (Unit Plan) to work with as you complete this project.
Whole Class Information:
Total Number of Students:
Number of Females:
Number of Males:
Age Range of Student:
Racial Composition (Ethnicity of Students): Black__ White__ Asian__ Hispanic __ Native
American __ Island Pacific __ Other ___
Focus Students: Select two students from the class you described above. Select one student
who is an English Language Learner and one student who has an identified special need that
warrants accommodations/modifications if possible. Complete the information below about the
students including a response for each question.
a description of what you learned for each of the students, and an explanation of how the
information will influence your academic instructional planning, including assessment
Component I: Focus Students
A. Focus Student 1: An English Language Learner / English as a Second Language
(may use an ELL/ESL student who is in a setting different from your school site such as a
church-based program or Boys and Girls Club)
Gender:
Age
1. Why did you select this student?
2. What have you learned about this students linguistic background?
3. What have you learned about this students academic language abilities in relations to this
academic content area?
4. What have you learned about this students content knowledge and skills in this subject
matter?
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5. What have you learned about this students physical, social, and emotional development
relevant to this academic content area?
6. What have you learned about this students cultural background including family and home
relevant to this academic content area?
7. What have you learned about this students interests and aspirations relevant to this academic
content area?
8. Discuss other information relevant to this academic content area that you have learned
about the student, (e.g., attendance, extracurricular activities, etc.)
B. Focus Student 2: A student with an identified Special Need (Specific Learning Disability)
Gender:
Age:
1. Why did you select this student?
2. How is the instructional challenge that he or she presents different from that of the other
student?
3. What have you learned about this students content knowledge and skills in this subject
matter?
6. What have you learned about this students physical, social, and emotional development
relevant to this academic content area?
7. What have you learned about this students background including family and home relevant
to this academic content area?
8. What have you learned about this students interests and aspirations relevant to this academic
content area?
9. Discuss other information relevant to this academic content area that you learned about the
student, (e.g., attendance, extracurricular activities, etc.)
Component II: Assessment Selection/Pre-test
To plan classroom assessment, a teacher determines his or her current point within the
instructional sequence of a unit of study and identifies the student academic learning goals to
measure.
Candidates are required to administer a pre-test (an entry level of assessment) prior to the
beginning of the unit. Use a graph to show each students score on the pre-test. Use the students
initials or code names on the graph instead of actual names. Attach a copy of the assessment, the
assessment directions, answer key, rubric, and or scoring guide to this document in Component
II.
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Component II Phase of Assessment: Use the chart below to identify the phase of assessment
that you are currently involved in with your students. Address the description of the assessment
and questions that will be asked during the assessment phase.
Phases of
Assessment
Description of
Assessment
Questions to be
asked during the
Assessment Phase
Place a check mark
in the box(es) to
indicate the current
Phase of Assessment
Entry-Level
Assessment
Entry-level
assessment
determines whether
or not your students
possess crucial
prerequisite skills
and knowledge
expected at their
grade level.
To what degree do my
students know and
understand the content
of the standards I am
planning to teach for this
unit of study?
Progress-
Monitoring
Assessment
Progress-monitoring
assessment
determines whether
or not your students
are progressing
adequately toward
achieving the content
standards of the unit
of study.
To what degree are my
students achieving the
content of the standards
I am teaching?
Are they progressing
adequately?
Do they need re-
teaching?
Do I need to adjust how
I am teaching?
Summative
Assessment
Summative
assessment
determines if your
students have met the
learning goals at the
end of the unit of
study.
To what degree have my
students achieved the
content of the standards
I have taught?
Do I need to re-teach
any key concepts?
Can the class move
forward to a new unit of
study?
5. For what purpose will your pre-test assessment be used within this unit? Choose one:
Entry Level ____
Progress Monitoring ____
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Summative ____
6. Identify and describe the type of pre-test assessment that will be used.
7. What pre-requisite skills will your students need to know and/or be able to do to
complete the assessment?
8. What evidence of student learning will you collect?
9. In what ways will the evidence document student achievement of the academic learning
goal(s)?
10. How will the student assessment evidence be measured or scored?
11. Think about how you will sequence your implementation of the assessment. Describe
your plan for implementing the assessment in the order in which it will occur. Address
each of the following and provide a rationale for each of your decisions:
Teaching strategies including communicating the purpose of the assessment, the
scoring criteria, and the procedures for completing the assessment.
Student activities
Student grouping
Materials, technology, and/or resources, including the use of instructional aides,
parents, or other adults in the room
12. In what ways will you use the assessment results/data?
13. In what ways will you share the assessment results with students, families, and other
colleagues and support personnel, when appropriate?
Assessment Component II: Assessment Adaptations for Two Focus Students
Directions: Consider your plan for assessment and what you learned about the two focus
students and the implications for instruction and assessment that you identified. Respond to the
questions below about the two students.
1. What will Focus Student 1 need to know and be able to do to complete this assessment?
2. What will Focus Student 2 need to know and be able to do to complete this assessment?
Component II Assessment Modifications: For the two students, determine what modifications
you will make to this assessment that you have planned for the whole class. Describe those
modifications for each of the two focus students. If you determine that no modifications are
needed for a part of the plan for assessment, indicate that decision.
A. Modifications for Student 1: An English Language Learner /ESL
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1. Evidence of student learning you will collect.
2. How the student assessment evidence will be measured or scored.
3. The implementation of the assessment including:
Teaching strategies for communicating the purpose of the assessment, the scoring
criteria, and the procedures for completing the assessment.
Student activities
Student grouping
Materials, technology, and/or resources, including the use of instructional aides,
parents, or other adults in the room.
4. Ways you will use the assessment results.
5. Ways you will share the assessment results with students, families, and other colleagues
and support personnel, when appropriate.
B. Modifications for Student 2: A student with an identified Special Need (L D)
1. Evidence of student learning you will collect.
2. How the student assessment evidence will be measured or scored.
3. The implementation of the assessment including:
Teaching strategies for communicating the purpose of the assessment, the scoring
criteria, and the procedures for completing the assessment.
Student activities
Student grouping
Materials, technology, and/or resources, including the use of instructional aides,
parents, or other adults in the room.
4. Ways you will use the assessment results.
5. Ways you will share the assessment results with students, families, and other colleagues
and support personnel, when appropriate.
Assessment Component II: Giving the Assessment to the Whole Class, Including the Two
Focus Students
Directions: Give the assessment to your class. Collect and score all the evidence of student learning
from the assessment. Consider all the assessment responses and select three responses that
represent the range of achievement within the class. Label these responses as Student 3, Student
4, and Student 5. Label the two focus students assessment responses as Student 1 and Student 2.
Submit all five assessment responses. Review carefully the evidence of student learning you are
submitting.
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Briefly explain why you selected each of the following responses to represent the range of
responses in the class:
Student 1
Student 2
Student 3
Student 4
Student 5
Pretest Mean = Pretest Mode = Pretest Median =
Component III: Assessment Results to Guide Planning for the Whole Class
To plan utilizing classroom assessment, a teacher determines his or her current point within the
instructional sequence of a unit of study and identifies the student academic learning goals to
measure.
Select a class, a content area, and a unit of study (Unit Plan) to work with as you complete this
project. The unit plan should include 3-5 interrelated lessons designed to enhance skill
weaknesses identified within the pre-assessment results. Respond to the components below about
the unit and the assessments. As you move through the unit of study, use progress-monitoring
assessments to measure the students performance on the skills and lessons from the unit.
Provide a copy of each progress monitoring assessment that you administer to the class.
Component III A: Academic Content Area Selection for Unit Plan
Unit Title:
Grade Level:
Content Subject Area:
1. List the Louisiana Believes Standard(s) that will be covered within this unit plan.
2. Describe the unit plan.
3. What is (are) the academic learning goal(s) for this unit plan?
4. At what point in the sequence of the unit are you currently teaching: Check one:
at the beginning of the unit
between the beginning and the end of the unit
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at the end of the unit
Lessons Included Within the Unit Plan: Follow the 5 E Format below for each Lesson Plan
Title of Lesson:
Date:
Subject / grade level:
Materials:
Louisiana Believes Standard(s)
Lesson objective(s):
Differentiation strategies to meet diverse learner needs:
ELL:
Exceptional Needs Learner:
ENGAGEMENT
Describe how the teacher will capture students interest.
What kind of questions should the students ask themselves after the engagement?
EXPLORATION
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Describe what hands-on/minds-on activities students will be doing.
List big idea conceptual questions the teacher will use to encourage and/or focus students exploration
EXPLANATION
Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help
students connect their exploration to the concept under examination?
List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.
ELABORATION
Describe how students will develop a more sophisticated understanding of the concept.
What vocabulary will be introduced and how will it connect to students observations?
How is this knowledge applied in our daily lives?
EVALUATION
How will students demonstrate that they have achieved the lesson objective?
This should be embedded throughout the lesson as well as at the end of the lesson
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Title of Lesson:
Date:
Subject / grade level:
Materials:
Louisiana Believes Standard(s)
Lesson objective(s):
Differentiation strategies to meet diverse learner needs:
ELL:
Exceptional Needs Learner:
ENGAGEMENT
Describe how the teacher will capture students interest.
What kind of questions should the students ask themselves after the engagement?
EXPLORATION
Describe what hands-on/minds-on activities students will be doing.
List big idea conceptual questions the teacher will use to encourage and/or focus students exploration
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EXPLANATION
Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help
students connect their exploration to the concept under examination?
List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.
ELABORATION
Describe how students will develop a more sophisticated understanding of the concept.
What vocabulary will be introduced and how will it connect to students observations?
How is this knowledge applied in our daily lives?
EVALUATION
How will students demonstrate that they have achieved the lesson objective?
This should be embedded throughout the lesson as well as at the end of the lesson
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Title of Lesson:
Date:
Subject / grade level:
Materials:
Louisiana Believes Standard(s)
Lesson objective(s):
Differentiation strategies to meet diverse learner needs:
ELL:
Exceptional Needs Learner:
ENGAGEMENT
Describe how the teacher will capture students interest.
What kind of questions should the students ask themselves after the engagement?
EXPLORATION
Describe what hands-on/minds-on activities students will be doing.
List big idea conceptual questions the teacher will use to encourage and/or focus students exploration
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EXPLANATION
Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help
students connect their exploration to the concept under examination?
List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.
ELABORATION
Describe how students will develop a more sophisticated understanding of the concept.
What vocabulary will be introduced and how will it connect to students observations?
How is this knowledge applied in our daily lives?
EVALUATION
How will students demonstrate that they have achieved the lesson objective?
This should be embedded throughout the lesson as well as at the end of the lesson
Component IV: Post-test
Administer a summative assessment (post-test) at the end of the unit. Provide a graph to compare
and contrast each students score on the pre and post-test. The post-test is the same as the pre-
test.
Posttest Mean = Posttest Mode = Posttest Median =
Assessment Component V: Analyzing Evidence of Student Academic Learning and the
Assessment
Directions: Think about the evidence of student academic learning from the assessment. Answer
the prompts below for the whole class and for the two focus students. Remember to cite specific
evidence from the five responses that you have submitted. (This includes responses from the two
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focus students and from the three students you selected to represent the range of achievement
with the class.)
Assessment Component V- A: For the Whole Class
1. What did you learn overall about the students progress toward achievement of the academic
learning goal(s) for this part of the unit?
2. Describe the extent to which the assessment that you planned allowed students to
demonstrate achievement of the academic learning goal(s) for this part of the unit.
3. Would you make any changes to the directions or to the format of the assessment? Why?
4. Would you collect different or more evidence if you were to do this assessment again?
Why?
5. Was the implementation and timing of this assessment appropriate for this class? Why?
6. In what ways would a different type of assessment (verbal response, multiple choice, short
essay, oral presentation, performance task, etc.) than what you used allow students to
demonstrate their achievement of the academic learning goal(s) for this unit?
Assessment Component V B: For Student 1: An English Language Learner/ESL
1. To what extent were the assessment directions and format clear and easy to follow for the
student? How do you know?
2. To what extent did the student achieve the academic learning goals for this part of the unit?
3. How well did the students assessment response correspond to the work the student does
on a daily basis? (Was the response that you expected from the student?
4. What different or additional type of evidence might you need to collect for the student?
Assessment Component V- C: Student 2: A student with an identified Special Need
1. To what extent were the assessment directions and format clear and easy to follow for the
student? How do you know?
2. To what extent did the student achieve the academic learning goals for this part of the unit?
3. How well did the students assessment response correspond to the work the student does
on a daily basis? (Was the response that you expected from the student?
4. What different or additional type of evidence might you need to collect for the student?
5. What did the students response tell you about his or her academic strengths and/or needs?
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Assessment Component VI: Reflection on Assessment Implementation and Student
Learning
Directions: Consider what you have learned about your students, what you wanted them to learn,
their responses to the assessment, and your analysis of the evidence of student learning. Answer
the questions below.
1. If you were given an opportunity to use the assessment again, what part(s) would you keep and
what part(s) would you change? Why?
2. If you were given an opportunity to implement the assessment again, what would you do the
same and what would you do differently? Why?
3. What additional information about your students did you learn as a result of this assessment
experience?
4. How will you use what you have learned from this assessment experience when you plan
instruction and assessment in the future?
5. What are your goals for increasing your knowledge and skill in assessment? How will achieving
these goals help you become a more effective teacher?
Notes of Importance:
The responses to each component of the project must be computer generated, New Times
Roman font style and in a 12 font size.
Include a copy of the pre and post assessments. Include graphs that illustrate students
performance on the pre and post assessments.
The project should be submitted via Canvas.
*This project is an adaptation of the copyrighted CCTC (CA- TPA), 2003