Curriculum Assess Design

Assessment Blueprint & Rubric Design

Design valid assessments aligned to learning objectives and create rubrics with clear performance criteria following backwards design principles.

When to Use

Automatically activate when the user:

• Needs to design assessments for learning objectives
• Asks "create assessment blueprint"
• Wants rubrics for assignments or projects
• Requests "align assessments to objectives"
• Says "how should I assess [learning objective]"
• Needs formative or summative assessment planning

Required Inputs

• Learning Objectives: From /curriculum.design or user-provided
• Educational Level: K-5, 6-8, 9-12, undergraduate, graduate, or post-graduate
• Assessment Purpose: Formative, summative, diagnostic, or authentic
• Constraints (optional): Time limits, format requirements, accessibility needs

Workflow

1. Load Learning Objectives

Read curriculum design artifact to get:

• All learning objectives with IDs (e.g., LO-1.1, LO-1.2)
• Bloom's taxonomy levels for each
• Standards alignments
• Performance expectations

2. Map Objectives to Assessment Types

For each objective, determine appropriate assessment method based on Bloom's level:

Remember/Understand:

• Multiple choice
• Matching
• Short answer
• Fill-in-the-blank
• Labeling diagrams

Apply:

• Problem sets
• Demonstrations
• Simulations
• Lab activities
• Case applications

Analyze:

• Compare/contrast essays
• Diagramming relationships
• Categorization tasks
• Error analysis
• Data interpretation

Evaluate:

• Critiques
• Judgments with justification
• Recommendation reports
• Peer review
• Editorial analysis

Create:

• Projects
• Designs
• Research papers
• Portfolios
• Original artifacts

3. Create Assessment Blueprint

Document the complete assessment strategy:

# Assessment Blueprint: [TOPIC]

**Educational Level**: [Level]
**Based on**: [Link to curriculum design]
**Blueprint Date**: [Date]

## Assessment Philosophy

**Approach**: [Formative-heavy, summative-focused, mastery-based, etc.]

**Balance**:
- Formative Assessment: [Percentage]%
- Summative Assessment: [Percentage]%
- Authentic/Performance: [Percentage]%

**Alignment Principle**: Every learning objective has at least one directly aligned assessment item

## Assessment Map

### Unit 1 Assessments

| Objective ID | Objective | Bloom's Level | Assessment Type | When | Weight |
|--------------|-----------|---------------|-----------------|------|--------|
| LO-1.1 | [Full objective text] | Remember | Multiple choice (10 items) | Week 1 | 5% |
| LO-1.2 | [Full objective text] | Understand | Short answer (3 questions) | Week 2 | 10% |
| LO-1.3 | [Full objective text] | Apply | Problem set (5 problems) | Week 2 | 15% |
| LO-1.4 | [Full objective text] | Analyze | Case analysis essay | Week 2 | 20% |

**Unit 1 Total Weight**: 50%

### Unit 2 Assessments

[Same structure]

### Final/Cumulative Assessments

| Assessment | Objectives Assessed | Type | When | Weight |
|------------|-------------------|------|------|--------|
| Final Performance Task | All course objectives | Authentic project | Week 7 | 30% |
| Final Exam | LO-1.1, LO-2.2, LO-3.1, LO-3.4 | Mixed format | Week 8 | 20% |

## Assessment Schedule

| Week | Assessment | Type | Objectives | Rubric Needed |
|------|------------|------|------------|---------------|
| 1    | Formative Check #1 | Quick quiz | LO-1.1, LO-1.2 | No |
| 2    | Unit 1 Assessment | Mixed | LO-1.1-1.4 | Yes |
| 3    | Formative Check #2 | Exit ticket | LO-2.1 | No |
| 4    | Unit 2 Assessment | Performance | LO-2.1-2.3 | Yes |
[Continue for all weeks]

## Rubrics Required

1. **Unit 1 Case Analysis Essay Rubric** (for LO-1.4)
2. **Unit 2 Performance Task Rubric** (for LO-2.3)
3. **Final Project Rubric** (for all objectives)

[Each rubric detailed below]

---

## Rubric 1: [Assessment Name]

**Assessment Type**: [Essay, project, performance task, etc.]
**Objectives Assessed**: [LO-X.X, LO-Y.Y]
**Total Points**: [Point value]
**Rubric Type**: [Analytic or Holistic]

### Analytic Rubric

| Criterion | Exemplary (4) | Proficient (3) | Developing (2) | Beginning (1) | Points |
|-----------|---------------|----------------|----------------|---------------|--------|
| **[Criterion 1]** | [Detailed descriptor of exemplary performance] | [Detailed descriptor of proficient performance] | [Detailed descriptor of developing performance] | [Detailed descriptor of beginning performance] | /4 |
| **[Criterion 2]** | [Descriptor] | [Descriptor] | [Descriptor] | [Descriptor] | /4 |
| **[Criterion 3]** | [Descriptor] | [Descriptor] | [Descriptor] | [Descriptor] | /4 |
| **[Criterion 4]** | [Descriptor] | [Descriptor] | [Descriptor] | [Descriptor] | /4 |

**Total**: /16 points

### Performance Level Conversion

- **Exemplary (A)**: 14-16 points (87.5-100%)
- **Proficient (B)**: 12-13 points (75-87%)
- **Developing (C)**: 10-11 points (62.5-75%)
- **Beginning (D/F)**: < 10 points (< 62.5%)

### Criterion Descriptions

**Criterion 1: [Name]** - [What this criterion assesses and why it's important]

**Exemplary (4)**:
- [Specific indicator 1]
- [Specific indicator 2]
- [Specific indicator 3]

**Proficient (3)**:
- [Specific indicator 1]
- [Specific indicator 2]
- [Minor gap compared to exemplary]

**Developing (2)**:
- [Specific indicator 1]
- [Noticeable gaps]

**Beginning (1)**:
- [Minimal evidence]
- [Significant gaps]

[Repeat for each criterion]

---

## Assessment Validity & Alignment

### Constructive Alignment Check

✅ **Objectives → Assessments**: Every objective has aligned assessment
✅ **Bloom's Match**: Assessment types match cognitive levels
✅ **Content Validity**: Assessments measure intended learning
✅ **Authenticity**: Real-world application where appropriate

### Alignment Matrix

|  | LO-1.1 | LO-1.2 | LO-1.3 | LO-2.1 | LO-2.2 |
|--|--------|--------|--------|--------|--------|
| **Quiz #1** | ✓ | ✓ |  |  |  |
| **Unit 1 Exam** | ✓ | ✓ | ✓ |  |  |
| **Lab Report** |  |  | ✓ | ✓ |  |
| **Final Project** | ✓ | ✓ | ✓ | ✓ | ✓ |

## Accessibility & UDL Considerations

### Universal Design for Assessment

**Multiple Means of Expression**:
- [Option 1]: [Description]
- [Option 2]: [Description]
- [Option 3]: [Description]

**Accommodations Available**:
- Extended time
- Read-aloud
- Scribe
- Simplified language
- Visual supports
- Alternative formats

### Bias Review

**Potential Barriers Identified**:
- [Barrier 1]: [Mitigation strategy]
- [Barrier 2]: [Mitigation strategy]

## Assessment Item Specifications

### Item Type 1: Multiple Choice

**Objective**: [LO-X.X]
**Quantity**: [Number of items]
**Bloom's Level**: [Level]

**Stem Format**: [Question style]
**Options**: [Number of distractors]
**Time per Item**: [Estimated minutes]

**Sample Item**:
[Example question demonstrating format and difficulty]

### Item Type 2: [Type]

[Same structure for each assessment type]

## Grading Workflow

1. **Formative Assessments**: Quick feedback, no formal grade or completion only
2. **Summative Assessments**: Apply rubrics, provide criterion-level feedback
3. **Authentic Tasks**: Use analytic rubrics, conference with students
4. **Final Grades**: Weighted average per assessment schedule

## Next Steps

1. Use `/curriculum.develop-items` to create actual assessment items based on this blueprint
2. Use `/curriculum.develop-content` to create lesson plans aligned to assessments
3. Use `/curriculum.review-pedagogy` to verify alignment after development

---

**Artifact Metadata**:
- **Artifact Type**: Assessment Blueprint
- **Topic**: [Topic]
- **Level**: [Level]
- **Total Assessments**: [Count]
- **Rubrics Created**: [Count]
- **Alignment Verified**: [Yes/No]
- **Next Phase**: Item Development or Content Development

4. Rubric Quality Standards

Ensure each rubric includes:

✅ Clear Criteria: Specific, important aspects of performance ✅ Distinct Levels: 3-5 performance levels (4 is standard) ✅ Descriptive Language: Observable indicators, not vague terms ✅ Positive Framing: Describe what IS present, not just what's missing ✅ Student-Friendly: Language students can understand and use for self-assessment ✅ Actionable Feedback: Students know how to improve

5. Assessment Type Selection Guide

Use this logic to recommend assessment types:

if blooms_level in ["Remember", "Understand"]:
    if level in ["K-5", "6-8"]:
        recommend "Selected response (MC, matching) + some short answer"
    else:
        recommend "Mixed format with emphasis on application"

elif blooms_level == "Apply":
    if level in ["K-5"]:
        recommend "Demonstrations, hands-on tasks, simple problems"
    else:
        recommend "Problem sets, case applications, simulations"

elif blooms_level == "Analyze":
    recommend "Essays, diagrams, comparative analysis, data interpretation"

elif blooms_level == "Evaluate":
    recommend "Critiques, justified judgments, recommendation reports"

elif blooms_level == "Create":
    recommend "Projects, designs, research papers, portfolios, original artifacts"

6. Output Format

Human-Readable (default):

• Formatted markdown with tables
• Write to: curriculum-artifacts/[topic]-assessment-blueprint.md

JSON Format (use --format json):

{
  "artifact_type": "assessment_blueprint",
  "topic": "string",
  "level": "string",
  "assessments": [
    {
      "name": "string",
      "type": "formative|summative|authentic",
      "objectives": ["LO-1.1", "LO-1.2"],
      "blooms_levels": ["Remember", "Apply"],
      "weight": 15,
      "rubric": {
        "type": "analytic|holistic",
        "criteria": [
          {
            "name": "string",
            "exemplary": "descriptor",
            "proficient": "descriptor",
            "developing": "descriptor",
            "beginning": "descriptor",
            "points": 4
          }
        ]
      }
    }
  ]
}

7. CLI Interface

# With curriculum design artifact
/curriculum.assess-design --design "photosynthesis-grade5-design.md"

# Specify assessment focus
/curriculum.assess-design --design "quadratics-hs-design.md" --emphasis "authentic"

# Create single rubric
/curriculum.assess-design --rubric-only --objective "LO-3.4" --type "essay"

# JSON output
/curriculum.assess-design --design "neural-networks-design.md" --format json

# Help
/curriculum.assess-design --help

Educational Level Adaptations

K-5

• Simple rubrics (3 levels: Great, Good, Needs Work)
• Heavy formative emphasis (frequent quick checks)
• Hands-on performance tasks
• Visual rubrics with icons/colors

6-8

• Standard rubrics (4 levels)
• Balance formative/summative
• Mix of formats
• Student-involved rubric creation

9-12

• Detailed analytic rubrics
• Authentic performance tasks
• Self and peer assessment
• Standards-aligned scoring

Undergraduate/Graduate

• Professional-quality rubrics
• Emphasis on authentic assessment
• Research and creation tasks
• Discipline-specific criteria

Composition with Other Skills

Input from:

• /curriculum.design - Learning objectives drive assessment design

Output to:

• /curriculum.develop-items - Blueprint specifies items to create
• /curriculum.develop-content - Assessments inform instruction
• /curriculum.review-pedagogy - Alignment verification
• /curriculum.grade-assist - Rubrics used for grading

Error Handling

• No learning objectives: Cannot create blueprint without objectives
• Missing Bloom's levels: Infer from objective wording
• Invalid assessment type: Suggest appropriate type for cognitive level
• Rubric criteria unclear: Use best practices for common task types

Exit Codes

• 0: Success - Assessment blueprint and rubrics created
• 1: Invalid educational level
• 2: Cannot load learning objectives
• 3: Assessment type not appropriate for Bloom's level
• 4: Insufficient information to create rubrics