According to the Design Down Deliver Up method, when planning, educators should start with how learner success will be measured and program goals in mind. This is followed by program outcomes, learner outcomes and authentic tasks. The educator will then deliver the information in the reverse order. Incorporating this with goal based design where setting clear and practical goals will expand the curriculum will set students and teachers up for success in mastering learning targets based on state standards. With both designs, continual assessment is key for monitoring student growth and understanding of skills and standards.
When teaching, I schedule at least one formative assessment each day to make sure students are understanding the skill for the day. When we plan our units, we determine the skills/standards that are to be mastered and how we will show mastery before planning any assignments or enrichment activities. If I was in charge of a yearly planning guide. I would create a pacing guide that showed a flow of standards to be taught and would ask stakeholders for help creating formative and summative assessments that follow each skill and standard. I would expect students to be tested throughout each class period. At the end of the unit, I would expect a summative assessment to monitor success of skill mastery. This assessment will also guide if reteaching needs to occur. If so, another summative assessment will need to be given.