Instructional Planning and Assessment
Domain 3: Instructional Planning and Assessment
This domain tests backward design, standards alignment, language objectives, assessment purposes, and accommodations for ELs. The focus is on planning instruction that makes content and language goals visible and on using assessment evidence validly.
Planning rules
- Backward design: identify desired results, determine acceptable evidence, then plan learning experiences.
- Content objective + language objective: content names the skill or concept; language names the function (e.g., explain, compare) and form (e.g., comparative adjectives, because-clauses).
- Scaffolding: modeled examples, sentence frames, word banks, graphic organizers, gradual release. Scaffolds should be temporary and tied to the task.
- Assessment types: formative (checks for learning), summative (evidence of mastery), diagnostic (placement), and progress monitoring. Match method to purpose.
- Accommodations vs. modifications: accommodations change access (extended time, glossary) without changing the construct; modifications change expectations.
Worked example
A science teacher wants students to explain the water cycle. A weak language objective is 'students will learn the water cycle.' A stronger one is: 'Students will explain the stages of the water cycle using sequence words (first, then, finally) and present-tense verbs.' The content objective remains the water cycle; the language objective makes the linguistic demand explicit, and the assessment can score both content accuracy and use of sequence language.
Traps
- Writing language objectives that are vague ('improve English').
- Over-accommodating until the assessment no longer measures the standard.
- Using only summative tests for placement or instruction.
- Confusing reliability (consistency) with validity (measuring the intended construct).
- Grading language errors that are not part of the content construct.