English Language Development

Medium-Cycle Assessment

Assessments that teachers develop, or that are included in curricular materials and are
administered at the end of a unit, are medium-cycle assessments. As noted previously, medium-
cycle assessments occupy a middle ground between short-cycle formative assessment and long-cycle
summative assessments. Some are used to inform instruction during the school year; others serve
evaluative purposes.

End-of-Unit Assessments

End-of-unit assessments serve a summative purpose to
evaluate student achievement with respect to the goals of the
unit. If such assessments are given to students before the end
of the unit when there is still time to take instructional action
before moving on to the next unit, then they also serve a
formative purpose. In developing unit assessments, teachers
ensure that the goals of the unit are clear and aligned to
standards. In other words, what is to be assessed is well
articulated and derived specifically from the standards and
lesson planning. When teachers know what to assess, they
can best determine how to assess. Teachers can then decide
on the most effective way for students to demonstrate their
achievement of the goals.

End-of-unit assessments help teachers answer questions
such as the following:

• Have my students met the goals of the unit?


• Are there some students who need additional help to meet the goals of the unit?


• What help do they need?


• What improvements do I need to make in my teaching next time I teach this unit?
  The following snapshot provides a concrete example of the use of end-of-unit (medium-cycle)
  assessment.

Snapshot 8.4. End-of-Unit (Medium-Cycle) Assessment in Grade Seven

In a seventh-grade classroom with native English speakers, recently reclassified ELs, and

a group of ELs who are at the Expanding and Bridging levels of English language proficiency,

Ms. Lambros has engaged students in a five week unit: Persuasion Across Time and Space:

Analyzing and Producing Complex Texts. This unit addresses multiple CA CCSS for ELA/Literacy

and CA ELD standards simultaneously and has four primary goals: (1) students read and

analyze complex texts; (2) students identify and use evidence from informational texts in their

written and oral work; (3) students participate in disciplinary practices highlighting language,

purpose, and responsiveness to audience; and (4) students acquire history/social studies

knowledge through content rich nonfiction.

In developing unit

assessments, teachers ensure

that the goals of the unit

are clear and aligned to

standards. In other words,

what is to be assessed

is well articulated and

derived specifically from

the standards and lesson

planning.

Assessment Chapter 8 | 835