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Assessment Plan for Employment Readiness Lesson Unit


AssessmentPlan for Employment Readiness Lesson


AssessmentPlan Flowchart

Teaching adjustment &amp revision, new goals

Teaching adjustment &amp revision, new goals

Teaching adjustment &amp revision, new goals

Learning process


There are two main approaches to assessments. The first approachholds that assessments are for gatekeeping, judging right answers,and for comparison to others. Such a view is suited to the summativeassessments. The second approach perceives assessments as aimed atnurturing, guiding, self-reflection, information gathering, andcomparison to tasks. This view contends that evaluations take placeover multiple activities (Tomlinson 2012). Hence, it corresponds toformative tests.

Provisionof Materials

This stage introduces topic, provide necessary materials and makecordial interactions to create the right mood for learning andassessment. Materials may include the course outline and statingother core resources for the lesson/unit.


In most differentiated classes, like the current case of adultlearners, a pre-assessment-diagnostic continuum test is encouraged.This process utilizes a broad range of methods to determine thestudents’ current level of readiness or interest that apply tostand-alone activities (Tomlinson 2012). Thus, every unit or lessonshould start with a pre-assessment. This can be as simple as askingindividual learners to state their understanding of the topic ofstudy or personal experiences. It reveals what students already knowand their feelings or attitudes towards certain areas (Andrade &ampBrookhart 2015). In the current, learners will express theirunderstanding of workplace environment, resumes, dressing code, andsuch areas.


This assessment gives a clear picture of the student as a learner. Inmost cases, it is standardized by districts or states (Youngs 2015).It alerts the teacher about any existing misconceptions and providesevidence of the progress of the learning process. It also giveslearners a chance to build and incorporate previous experiences inclass. As for the teachers, it informs the teacher of the necessityof making instructional adjustments to suit the diverse needs ofstudents. It also helps teachers align instruction outcomes in thatit lays emphasis on the unit objectives, in this case, readiness inthe workplace.


The assessment differs from the formative tests in that it determinea student’s mastery and understanding of information, skills,concepts, or processes taught in the unit. The test should match unitobjectives and content covered (Davies, Arbuckle &amp Bonneau.2013). It may also capture a learner`s achievement they exit theunit. Learners should also internalize knowledge gained and reflectover it and put it into practice.


Andrade, H. &ampBrookhart, S. (2015). The role of classroom assessment in supportingself-

regulated learning. In Assessment for learning: meeting the challengeof implementation Volume 4 of the series The Enabling Power ofAssessment pp 293-309.

Davies, A.,Arbuckle, M. &amp Bonneau, D. (2013). Assessment for learning:planning for

professionaldevelopment Retrieved from


Tomlinson, C.(2012). The differentiated classroom: responding to the needs ofall learners, 2nd

ed. New York:Francis &amp Taylor.

Youngs, P. (2015).Using teacher evaluation reform and professional development tosupport

common coreassessments. Center for American progress. Retrieved from