1. Assessment and Differentiation of Instruction

2. Assessment for Learning

3. 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?)

4. Determining Criteria Assessment for motivation; setting student goals
Comprehension rubric construction (see handout and page 84-85)

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

6. 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

7. 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)

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

9. Differentiation of Instruction

10. 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

11. 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

12. 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

13. 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

14. Differentiation by… Learning Style and Individual Needs

15. Differentiation by Learning Style Grade One

16. Differentiation by Interest… Academies

17. Ten Ways to Differentiate
PARTICULAR