Planning, Instruction, and Student Assessment
What this domain tests
This domain asks you to design and deliver instruction aligned to standards and to assess learning validly. Expect questions on unit and lesson planning, instructional models, differentiation, and formative and summative assessment.
Concepts to know cold
- Planning: writing measurable objectives (condition, behavior, criterion), backward design from standards, sequencing skills from simple to complex, and lesson structure (instant activity, focus, practice, closure).
- Instructional models: direct instruction, cooperative learning, tactical games approach, sport education, and station/reciprocal teaching-and when each fits.
- Differentiation: modifying task, equipment, space, rules, or grouping (the STEP model: space, task, equipment, people) so all students can succeed.
- Assessment: formative vs. summative purposes, validity and reliability, rubric design, and using checklists or peer assessment to gather evidence of learning.
Traps to watch for
Items often present an objective that is not measurable ("students will understand teamwork") or an assessment that does not match the objective (testing fitness when the goal was a skill). Another trap is choosing a model that sounds engaging but does not serve the stated outcome, or differentiating by lowering expectations instead of modifying the task.
Rule of thumb
Check alignment across three points: standard → objective → assessment. If any two do not match in verb and content, the option is wrong. For differentiation, change the task or conditions, not the learning target.
Worked example
A stem asks how to assess whether students can perform a mature overhand throw. A distractor proposes a written quiz on throw mechanics; the better answer uses a skills checklist or rubric scored during performance, because it directly measures the psychomotor objective. Formative checks (peer observation) can precede the summative rubric score.