EDSC 440S

Transformative Assessment Blueprint Plan

Name Subject Area Grade Level

Hallie Houdetsanakis English 10
Estimated Time for Assessment Plan
Class Title Unit Title

Honors and CP Outsiders and Outcasts 1 month

Part I: Planning for Enduring Understanding

What enduring understanding do you want students to learn through your content area?

I want them to learn that racial injustice still exists in multiple forms but even amongst the injustice there are
still people that uphold antiracist values not just in the justice system but in society. They will accomplish this
through research and presenting their research to the class.

List content-specific standards that your assessment plan will address:

 SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development, substance, and
style are appropriate to purpose, audience, and task.
 W.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
 W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.

Rationale: What criteria are implied in the standards and understandings regardless of the task specifics?
What content and skills must student work demonstrate to signify the standards were met?
The criteria implied is that students will present information using evidence and that their presentations will
follow a logical progression that makes sense to the purpose and audience. Students will also conduct their
own research and integrate what they learned into their presentations along with how they correlate to To Kill
a Mockingbird. Students will draw evidence from three outside sources and the novel to support their
research presentations.

Student work must demonstrate that they know how to integrate information into their research biography
papers, present their findings into a cohesive presentation with evidence that is clearly supported by their
research, and draw evidence from the novel to support their analysis, reflection, and research.

Part II: Designing Performance Task(examples available in Week 13 Powerpoint& guest speaker)

Pham, Fall 2019

 EDSC 440S
Describe the authentic performance task that students will engage in to demonstrate understanding?
open-ended, authentic context, multi-faceted and multiple steps, & interdisciplinary/21st century skills (e.g.
research, technology, presentation)

The students will conduct research on police or court cases that involve racism where racism is upheld and
racism does not influence the justice system. They will write their findings and cite their sources in a
biography page and will present their research findings on the concepts of racism and injustice in the form of
an in-class presentation. They will tie their findings in to the novel To Kill a Mockingbird and how the story
is relevant today.

Essential Question: What does it mean to belong?

Rationale: Explain how your taskexemplifies culturally sustaining assessment and advances UDL principle
of expression.
The task exemplifies culturally sustaining assessment and UDL principle of expression by allowing students
to express their research findings of their choice in a presentation. This allows them to engage with the
material in a way their own authentic way by providing them the choice to cultivate their own research and
learning experience.

Mark any of the principle(s) of Au’s (2009) restorative and transformative assessments that your
performance task addresses.

 Emphasis on healing, cultural self-knowledge, and/or decolonization

 Identifying and challenging institutional racism in their schools, districts, and communities
 Assess students’ understanding of, and capacities for, institutional and community transformation
 Nuanced, human, and complex expression of student learning, growth, and development

Rationale: Explain how your performance task is an example of transformative assessment.

The performance task is an example of transformative assessment through the use of student driven research
on the concept of racial injustice and a presentation allows the students to share what they learned. They will
write their findings down on a biography page that shows the article they found, the information in that
article, and the quote they will choose to pull from it that validates the main idea of their presentations.

Part III: Formative & Summative Assessment

Summative Assessment: What student products and performances will provide evidence of desired
understandings?
Students will present their findings to the class of court or police cases that involve racism and injustice in
comparison to To Kill a Mockingbird. Two of these findings will revolve around justice not being upheld and
racism prevailing and one of the findings will be of justice being upheld and racism being dismissed. They
will discuss what they learned in from their research.

Pham, Fall 2019

 EDSC 440S

Rationale:Explain how your summative assessment addresses content-specific standards

The summative assessment addresses the content-specific standards by having them do research to fulfill the
criteria of the presentation, having them write their research they found from multiple sources in a biography
page that corresponds to their presentation, and draw evidence from their research articles that reflects the
criteria of the assessment.

Formative Assessment: What strategies will you use to monitor student learning prior to and during
performance task and summative assessment? Name at least 2
The first formative assessment students will write a biography page that entails the research they found, three
outside sources and the primary source of To Kill a Mockingbird. For the second formative assessment
students will also take notes on the presenters including what the cases of injustice were discussed and how
they compare with To Kill a Mockingbird.

Part IV: Assessment Tools

Assessment Tool: What content and skills will you be assessing in the summative assessment? By what
criteria will student products and performances be evaluated?
I will be assessing how well the students achieve meeting the criteria for the content standards. Students will
be evaluated by how well they present their information and if they meet the criteria of 3 research sources
along with tying what they learned back to To Kill a Mockingbird through evidence.

Student Self- Assessment: What tool will you use for students to monitor their own learning?
I will use peer assessment tools so that the students can critique each others’ work. Students will also be able
to self-assess themselves on what they learned through their research and how well they think they presented
that information to the class.

Pham, Fall 2019