Assessment and Differentiation of Instruction

Assessment for Learning

Where to Begin? -Cornell University Start with clear statements of your most important goals. (What key things will students be able to say, think, or do after completing the activity?) Provide opportunities for students to learn. Plan your assessments carefully so that they assess the goals you have articulated. Define clear, appropriate standards for student performance. (What constitutes exemplary, adequate, and poor work?)

Determining Criteria Assessment for motivation; setting student goals Comprehension rubric construction (see handout and page 84-85) http://rubistar.4teachers.org/index.php

Assessment Principles Strengths and needs of the student Use multiple and varied assessments Use ongoing assessment Students should receive transparent and ongoing feedback

Types of Assessment Summative: occurs after instruction and summarizes learning Formative: begins before teaching and continues during the learning process; informs and helps form the teaching and learning; embedded in ALL lessons; observe and modify Self assessment

Assessments… Formal, norm-referenced (e.g., published tests administered under standardized conditions) Criterion-referenced; measures the extent which students have mastered a skill; there is a preestablished criterion (e.g., informal reading inventories) Curriculum-based (e.g., measures a student’s progress towards meeting instructional goals)

Other Tools… Group Sharing Interviewing Surveys, checklists, rubrics, retellings Benchmarks Student self-assessment Peer feedback Portfolios Conferences Observations

Differentiation of Instruction

Teachers Differentiate for Students’ Needs When They…. React responsively to a learner’s needs Are flexible (e.g., re: learning goals, materials, modes of teaching, student groupings, etc. Differentiate based on ongoing assessment Use flexible groupings (i.e., whole, small, and individual groupings) Variable groupings; at times homogeneous, heterogeneous, interest driven, based on learning style, etc. Finding a ‘good fit’ for task to learner

Curriculum can be differentiated… Content (what the teacher plans for students to learn; how the student gains access to the knowledge; essential facts may be constant) Use manipulatives with some learners Use different reading levels Presenting material using part to whole and whole to part approaches Using reading buddies Reteaching Using computers, videos to convey key concepts

Process can be differentiated… Process: how the learner comes to understand the key facts, concepts, generalizations, skills; varying the activity Involving other modalities to support learning Providing options for level of difficulty or for individual interests Varying the amount of support Providing different choices for response

Products can be differentiated… A student’s demonstration of learning, understanding Expressing learning in varied ways A good product makes a student rethink about what has been learned; stresses creativity, and application and critical thinking skills Students design products around essential learning goals Portfolios Varied assessments including student generated rubrics

Differentiation by… Learning Style and Individual Needs

Differentiation by Learning Style Grade One

Differentiation by Interest… Academies

Ten Ways to Differentiate PARTICULAR