Assessment Plan

A Plan to Assess the Performance of Learners

In the development of a learner’s performance plan, we aim to identify the skills, knowledge, indicators of the outcomes, and the habits of mind that will be used.

The Purpose and Learning Outcome

In order to administer a good performance assessment plan, general questions will be asked to the learners. The following questions will be asked:

  1. What knowledge, skill, or concept will I be assessing?
  2. What will my student need to know?
  3. At which levels will my student be required to perform?
  4. Which type of knowledge will be assessed, i.e., process, reasoning, and memory.

Assessment Context

The learners will be provided with the constructors guide with various illustrations on how to build a house. This activity will essentially be performed by high-ranking learners because of a high degree of complexity in construction. Prior to the construction, during the book review, the learners will watch brief film on building houses basics. The learners will later be required to remember and apply the basic concepts they acquired.

Holistic Rubric

All the learners will be required to demonstrate their understanding by identifying all the tools required to build a house.

  1. ----------------------, is normally used to drive nails into the wood.
  2. ----------------------, is used to measure the size of the wood before cutting.
  3. In order to ensure that the foundation of the house is balanced and even, --------------- is normally used.
  4. ---------------------------, is used to dig post holes.

Answers (level, hammer, tape measurer, auger)

Rubric scores



 Demonstrate complete understanding of the questions


 Demonstrate considerable understanding of the questions


 Demonstrate  partial understanding of the questions


 Demonstrate little understanding of the question


 Demonstrate no understanding of the questions

Testing Constraints

All the learners will be allowed to have a 15-minute book review and complete all the questions. All grades that will be awarded will essentially reflect the number of questions that will be accurate. The learner will only be permitted to use the notes that are handwritten only.

The Learning Outcomes

The learner will be able to master a broad range of construction knowledge concerning the fundamentals of house building. The learner will also be able to identify and use the appropriate tools for particular work. Lastly, the learner will be able to understand the concepts related to house construction.

Assessment Context Plan

Learner’s assessment is usually a methodical collection of information and data about the students learning to use the expertise, time and knowledge, as well as the available resources with an objective of improving the quality of student learning.  The assessment is normally conducted at various levels, such as at institutional level, individual level, and program level. At the classroom level, the learner’s assessment is normally done by the instructor of the course.

In the above assessment, the instructor of the wood shop class evaluates the students by using the rubric method. The assessment is essentially aimed at determining the strength and weakness of the student in relation to the goals and objectives of the construction department. The assessment activities will essentially reflect the skills and knowledge of the learners as described in the teaching objectives. In this assessment context, the learners will be required to remember the construction fundamentals they had learned prior to the assessment and apply the fundamental concepts in the real life situation. In addition, all learners will be required to recall and identify the appropriate tool used for a particular task during building and construction.  In addition, the above assessment context will allow learners to develop a pleasant learning experience. This is because the learners will be subjected to examples of the task performed at different levels of construction.

A rubric is normally a reliable assessment tool that is typically used to assess the performance of the student (Gronlund & Gronlund, 1998). A holistic rubric normally focuses on the provision of easy and fast methods of assessing the work of the learners. It essentially provides a vital criterion to be evaluated in the project, the maximum scores of each, and the worthiness of the final grade. The holistic rubric usually explains well how to create and produce a percentage grade quickly (Angelo & Cross, 1993). Holistic rubric produces a more accurate grade, especially when used to assess one category of the criteria.

The rubric used in this assessment is essentially designed to simulate a real life situation of constructing a house through the use of book review and a short film. This assessment is a constructive type because it is designed to be part of the entire learning process. The holistic rubric used in this assessment will essentially improve the student’s learning ability. In the instance where students receive the rubric prior to the assessment, they normally understand how they will be assessed and thus they prepare accordingly.

This type of rubric will essentially improve the performance of the learners by explicitly showing the students how their work will eventually be assessed against the expectations held for the student. Furthermore, the learners will be able to judge the quality of their own work. The rubric also ensures that the learner’s assessment is consistent and objective. Holistic rubric is also credited with promotion of the student awareness of the criteria used by the teacher during the assessment. In addition, it usually provides a beneficial feedback to the instructor about the effectiveness of the instruction to the learners.

The testing constraint used in this assessment is time. This constraint will be essential since it will evaluate the learner’s ability to recall and apply the fundamental concepts of construction within the given time (Palomba & Banta, 1999). The constraint ensures that the learner’s knowledge is well reflected and assessment results produce a true reflection of the learner’s performance and abilities. Furthermore, time constraint measures the learner’s efficiency in application of the learned principles and concepts.

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