25 assessed work items are mapped below. Use the lesson title or activity ID to find the work, the evidence to keep, and the criteria used to assess it.
Suggested learner fit
About 12–18; a good first sound course.
Priority skills: Fair A/B listening; describing timbre, level, space, and uncertainty; testing a claim.
Prior skills: No audio software experience.
Equipment: Headphones or speakers, supplied listening files, and a place to record observations.
Expected time: 20 planned hours.
Teacher guidance: Teacher-led for younger learners; independent work is possible after the comparison routine is learned.
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Set playback with the teacher and keep it fixed. Record headphones or speakers.
Listen to A, then B, using the same section. Replay once if useful.
Write “I noticed…” and separately “For this purpose I prefer…”.
Compare descriptions with a partner. Revise one sentence to point to a specific audible feature.
Choose a purpose for which a deliberately thin sound would be useful.
Assignment
Three observations and one preference labeled separately. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
CSP-L02 · CSP-L02
Make a fair comparison
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Choose a short section and a fixed playback setting.
Have a partner alternate the two supplied files without announcing which is changed.
Record what is controlled: source passage, device, seat and playback control.
Reveal the pair identity with your teacher, compare your claim with evidence and write one revision.
Design a comparison that separates a headphone change from a volume change.
Assignment
Comparison checklist and revised claim. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
CSP-L03 · CSP-L03
Same note, different instrument
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Describe A and B without naming an instrument.
Decide whether their strongest difference is pitch or character.
Use the visual spectra to check which components changed.
Explain why C asks a different comparison question.
Make two patches at the same MIDI note and identify both spectral and envelope differences.
Assignment
Two descriptions with pitch/timbre distinction. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
CSP-L04 · CSP-L04
The missing note
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Predict what removing the lowest component will do.
Compare the complexes and report perceived pitch and timbre separately.
Reveal the spectrum: identify what is physically missing.
Write an explanation that separates the signal from your own perception.
Relate the idea cautiously to why a small speaker can suggest a bass note it reproduces weakly.
Assignment
Prediction, observation and qualified explanation. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
CSP-L05 · CSP-L05
Louder, softer, unchanged
1.5.b · ISTE Standards for Students Analyze evidence with digital tools
Work to do
Record the playback arrangement and fixed control position without treating it as calibrated sound level.
Compare each variant directly with the reference.
Write direction and confidence; replay short sections.
Discuss how a different source could change the ease of judging the same physical difference.
Create a 1 dB reduction in your chosen DAW and describe confidence without grading success.
Assignment
Direction log and uncertainty notes, not a hearing threshold score. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.
CSP-L06 · CSP-L06
Did louder win?
1.5.b · ISTE Standards for Students Analyze evidence with digital tools
Work to do
Choose a preference before viewing the processing notes.
Compare the aligned pair and note whether the preference changes.
Separate observations about brightness from observations about level.
Keep or reject the processing for speech clarity and defend the decision.
Explain why a loudness-aligned version can still have a different peak level.
Assignment
Preference before/after and explanation of the comparison. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.
CSP-L07 · CSP-L07
Build a sound map
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Place each reference on a low-to-high map.
Write two descriptors per region.
Look at the frequency labels and note that equal spacing on a musical octave scale does not mean equal additions in hertz.
Return to speech and identify one region you would investigate for a named change.
Compare equal-ratio steps with equal-hertz steps using a teacher-controlled synthesizer.
Assignment
Annotated sound map with replay evidence. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
CSP-L08 · CSP-L08
Find the region
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Estimate low, middle or high first.
Compare the unknown directly with two reference bands.
Narrow the estimate and write confidence.
Reveal the construction notes with your teacher and revise the estimate without erasing the first response.
Add a reference between the two closest bands and test whether it helps.
Assignment
Region estimate, reference used and revision. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
CSP-L09 · CSP-L09
Where did the bass go?
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Predict which region was reduced in each example.
Describe one effect on voice character and one possible effect on clarity.
In a DAW, reproduce one direction of change or select the matching prepared file.
Explain a situation where you would keep and a situation where you would reject that filter.
Compare a gentler and steeper slope while keeping the cutoff fixed.
Assignment
Correct filter choice and description of what was reduced. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
CSP-L10 · CSP-L10
Make a radio voice
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Write a one-sentence scene purpose.
Apply high-pass and low-pass processing, or choose the supplied radio version.
Compare with the original at a similar level.
Submit the effect or a selected-file plan and explain one tradeoff.
Automate a transition from radio sound to full-band voice and explain the story purpose.
Assignment
Short effect plus a tradeoff explanation. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
CSP-L11 · CSP-L11
Muddy, thin or sharp?
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Choose a descriptor and explain which part of the sound suggested it.
Use low/mid/high references to locate the likely region.
Reveal the curves with the teacher after recording a prediction.
Revise any claim that treated a descriptor as a guaranteed frequency.
Compare a broad and narrow boost at the same center and magnitude.
Assignment
Observation, region and evidence. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
CSP-L12 · CSP-L12
One adjustment, one reason
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Describe the problem for a spoken-word purpose.
Make one targeted change, or select a prepared alternative and state what it tests.
Compare at similar playback level and ask a partner for an observation.
Keep, revise or reject your change and record the reasoning.
Explain how a change that helps a solo voice could be less useful in a mix.
Assignment
Before/after and justification; no universal preset. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
CSP-L13 · CSP-L13
It is there—why is it hidden?
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Record which words or features are hard to follow; uncertainty is acceptable.
Solo or play the voice file to verify that the material exists.
Keep the voice fixed and reduce only the backing, using your DAW or Combined B.
Explain what improved and what happened to the musical balance.
Predict whether a different backing arrangement would interfere in the same way.
Assignment
Solo/combined evidence and explanation. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
CSP-L14 · CSP-L14
Make room for the message
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Write a clarity goal for a school announcement.
Compare each intervention separately with A.
Describe one benefit and one cost for each.
Choose an intervention, cite a specific passage and explain why another choice was less suitable.
Combine two interventions only after comparing them separately, and explain the new confound.
Assignment
Three trials and a justified choice. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
CSP-L15 · CSP-L15
What is underneath?
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Name the intended signal and context.
Describe whether the noise is continuous, tonal or intermittent.
Mark one moment when it is easiest to notice.
Propose a safe next test, such as checking a different recording or a teacher-approved signal path.
Explain why raising both signal and noise together does not improve their ratio.
Assignment
Noise observation and sensible next diagnostic step. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
CSP-L16 · CSP-L16
Broken—or a sound choice?
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Describe the changed character before stating a preference.
Choose one context where it might serve a purpose and one where it might interfere.
Use the waveform visual to distinguish peak shape from output volume.
Explain what you would inspect first if a clean recording were required.
Compare distortion before and after a filter in a teacher-approved DAW using conservative levels.
Assignment
Two context-dependent judgments supported by evidence. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
CSP-L17 · CSP-L17
Near voice, far voice
MU:Re8.1.T.Ia · National Core Arts Standards — Music Technology Explain expressive intent
Work to do
Mark three teacher-approved distances for the same microphone and phrase.
Set input gain at the nearest position with headroom; keep it fixed for all takes.
Compare raw recordings, then separate level-matched copies if available.
Describe level, room contribution and tone separately; name performance or automatic-gain limits.
Compare two microphone patterns and revise any proximity-effect claim to match the actual model.
Assignment
Distance comparison with level and room effects separated. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Identify the intended expression and point to two audible details that support your interpretation.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Identify the intended expression and explain how specific musical elements and production choices convey it.
CSP-L18 · CSP-L18
Move it before you process it
6.7 · Tennessee A/V Production I — C11H01 Choose and position microphones
Work to do
Draw source, microphone and a possible reflecting surface.
Predict one placement change that would alter the reflected path.
Record or observe teacher-approved before/after positions, or compare the supplied simulation.
State what the evidence supports and what remains untested in the real room.
Compare a second delay and explain why one EQ curve cannot guarantee correction for every position.
Assignment
Setup sketch, comparison and preferred position. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.
CSP-L19 · CSP-L19
When does one sound become two?
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Write a prediction for each delay.
Describe whether you hear character change, a joined event or a repeat.
Reveal timing and relative-level information.
Explain why another source might produce a different boundary.
Compare speech with the pulse sequence at the same delay.
Assignment
Delay comparison with listening conditions. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
CSP-L20 · CSP-L20
A room that helps the words
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Choose either an announcement or a dramatic-scene purpose.
Compare each version at aligned playback levels.
Identify a specific place where decay helps or interferes.
Choose a version and propose one further controlled test.
Compare changing wet/dry balance with changing decay, one at a time.
Assignment
Choice and word-level evidence. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
CSP-L21 · CSP-L21
Where is the sound?
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Confirm device channel orientation with the teacher.
Draw the apparent position at three moments.
Compare mono and stereo without changing volume.
State which cues the prepared example changes and which it does not reproduce.
Compare on speakers only if the teacher can provide a suitable arrangement; document the changed conditions.
Assignment
Spatial map with qualified observations. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
CSP-L22 · CSP-L22
Inside or outside the headphones?
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Record playback arrangement and whether spatial processing is enabled; use an unprocessed route where available.
Describe apparent position, movement and inside/outside impression.
Compare with the amplitude-panned example.
Explain the recording difference even if your own spatial impression is uncertain.
Design a comparison of headphone arrangements that avoids changing other variables.
Assignment
Playback log and explanation of ear-specific feeds. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
CSP-L23 · CSP-L23
Listening detective: test a theory
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
For each case write an observation and at least two plausible explanations.
Choose one controlled test or supplied comparison that distinguishes them.
Make or select a revision, keeping the original.
Draft a case report with confidence, limits and a practical next step.
Create a second plausible explanation that your first test does not resolve and propose a follow-up.
Assignment
Draft three-case portfolio. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
CSP-L24 · CSP-L24
Show your evidence
11.2 · Tennessee A/V Production I — C11H01 Document skills in a portfolio
Work to do
Present three cases with file names or school-approved links and a clear evidence index.
Ask a partner which claim is least supported and record the feedback.
Revise at least one claim or test, then explain what changed.
Complete the final-review record; review time is included in this lesson.
Transfer the method to a short ensemble, live-sound or MIDI example with permission.
Assignment
Final portfolio with references, tests, decisions and revisions. Use the lesson worksheet. Identify supplied-file analysis, observed demonstration or your own operation accurately.
Evidence to keep
Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.
Assessment criteria
Specific observation tied to the example
Repeatable comparison with relevant variables controlled
Explanation supported by evidence and honest uncertainty
Justified decision and response to feedback
Standard-specific check: Select relevant work, identify individual contributions, and explain the process, result and next learning step.
CSP-FINAL · CSP-FINAL
Listening portfolio review
11.2 · Tennessee A/V Production I — C11H01 Document skills in a portfolio
Assignment
Three-case portfolio and lesson evidence index.
Evidence to keep
Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.
Assessment criteria
All required lesson evidence accepted
Three distinct cases with identifiable references
Specific observations without unsupported diagnosis
Controlled comparisons with documented conditions
Plausible explanations supported by evidence
Decisions explain purpose and tradeoffs
Feedback and substantive revision documented
Access route and practical activity mode recorded honestly
Standard-specific check: Select relevant work, identify individual contributions, and explain the process, result and next learning step.
Teacher assessment guide
Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.
Score
Evidence
3
Criterion met, with independent verification or a successful application in another situation.
2
Criterion met: the required work is complete, accurate and supported by evidence.
1
Some relevant work is present, but the intended result has not been demonstrated.
0
The required evidence has not been submitted or demonstrated.
Record each criterion and the next action. Practical equipment work needs an observed demonstration. Use the course grading plan for the final result.
Self-guided completion
Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration.
2.5.b · ISTE Standards for Educators Design a practical technology lesson
Prepare and teach “Make a fair comparison.” Demonstrate the task, then have learners complete it independently.
Submit: A teaching plan, demonstration or teach-back, and learner work showing the result.
Assess: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.
Submit: The original task, the adapted route and the shared assessment criteria.
Assess: Name a specific access or learning need and provide a usable alternative that preserves the intended skill.
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Use “Listening portfolio review” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.
Submit: An annotated rubric, specific feedback, revised work and a brief comparison.
Assess: Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.