1. Short Description of Assessment - I believe this section has to be written after other parts of the assessment plan are figured out and worked through.
2. Strategies for Embedding in Instruction - I feel that this section also needs to be written after other parts of the assessment plan are figured out. This section includes specific reference to the four artistic processes.
3. Detailed Assessment Procedures - This section of the cornerstone assessment plan clearly states that it is based on content written in the next sections of the assessment plan but that it is foundational to nearly all assessment procedures. I would include this section almost identical to how it is written now in all assessment plans.
4. Knowledge, Skills, and Vocabulary - These sections are where I would begin constructing my assessment plan.
a. Vocabulary - I very, very strongly believe the vocabulary should be written in three tiers. Tier 1 for basic vocabulary the learner is probably already familiar with but needs content-specific reminders about. Tier 2 words would include words that students have probably or possibly heard before and can rather easily figure out what their definitions are in the content-specific setting. Tier 3 words are those words that are very content-specific and that learners have probably not heard before. These are the words that need to pointedly be defined and explained and consistently used for the best levels of student learning.
b. Knowledge and Skills - This section clearly and specifically points out the learning activities learners will be expected to demonstrate. These elements are easily aligned with artistic processes and then key anchor standards.
5. Strategies for Inclusion / Differentiation Strategies - These sections provide a clear explanation of the necessary differentiation based on each individual learning setting and context.
6. Resources - If following the "Backward Design" model, one should complete this section first in the assessment planning process. These are the key traits students will model when they have a clear understanding of the key anchor and performance standards.
7. Task-specific Scoring Devices and Rubrics - This section offered the student self-assessments, teacher formative assessments, and teacher summative assessments. This section begins with an assessment focus plan that could be used as an actor to writing any type of assessment desired for the associated unit.
This NCCAS cornerstone assessment framework is easily followed by any teacher and easily aligned with any national, state, or local content or performance standards. It is an effective and quality assessment-planning structure.