Differentiated Differentiated Instruction Instruction Helping Teachers with Assessment, Helping Teachers with Assessment, Evaluation & Reporting Evaluation & Reporting
Jan 02, 2016
Differentiated Differentiated InstructionInstruction
Differentiated Differentiated InstructionInstruction
Helping Teachers with Assessment, Helping Teachers with Assessment, Evaluation & ReportingEvaluation & Reporting
Setting the Stage for Learning
• Before Learning Activity– Each table has been given a specific
task related to assessment.– Instruction sheets have been
provided for each activity.– You are allowed to work with your
table partners or you may work alone.– This will be a timed activity.
Activities• Brainstorming A –
Z
• Anticipation Guide
• Interview• Personal Survey
• Four Corners• KWLS• Human Graphing
A Quick ReviewA Quick ReviewA Quick ReviewA Quick Review
Definitions and PurposesDefinitions and Purposes
Defining Terms• Assessment
– Involves gathering data– It is NOT a synonym for test
• Evaluation– Judging the data
• Reporting– Communicating the data– Often done through report cards and
conferences
Types of Assessment• Pre-assessment (diagnostic)
– “Finding out”
• Formative (on-going)– Assessment for Learning– “Keeping track”
• Summative (final or end)– Assessment of Learning– “Making sure”
7.1 Phys Ed Example• Outcome:
– Willingly engage in a variety of movement activities at a moderate to vigorous level of effort in a progression towards twelve consecutive minutes on a consistent basis.
How to Make Effective Assessments
• Pre-planning is crucial!• Build in the assessment while
planning lessons and units– To Think About:
• How can resource teachers support classroom teachers in this area?
• When can you meet to plan for differentiation?
Planning for Assessment
• Step 1 – Identify the Outcome
• Step 2 – Focus on the Assessment
• Step 3 – Identify Prior Knowledge
Step One: Identify the Outcome
• Taken directly from the curriculum • Outcomes
– What students are expected to know and be able to do.
• Clearly communicate the outcome to the students
Example of a Math 2 Outcome
N2.1 Demonstrate understanding of whole numbers to 100 (concretely, pictorially, physically, orally, in writing, and symbolically) by:
- representing (including place value)- describing- skip counting- differentiating between odd and even
numbers- estimating - comparing two numbers- ordering three or more numbers
Step Two: Focus on the Assessment• What will the purpose of the
assessment be?• What data or information are you
hoping to collect? What evidence do you need?
• What is the best way to collect that information?
• Demonstrate understanding of whole numbers to 100 – Concretely– Pictorially– Physically– Orally– In writing– Symbolically
Math 2 Outcome Example
• What will the purpose of the assessment be?– demonstrate pictorially– at end of the unit
• What evidence do you need?– All numbers from 1 –
100– All in order from 1 – 100
• What is the best way to collect that information?– Is there more than one
way I could collect this information?
Step Three: Identify Prior Knowledge
• The purpose of this step is to determine readiness for any outcome.– What skills and knowledge must the students
have before learning this outcome?
• Teachers should not assume that all students have the background knowledge but instead, should assess to determine readiness.
• A pre-assessment could be done to discover students’ prior knowledge.
Math 2 Outcome Example
• What skills and knowledge must the students have before learning this outcome?– Must be able to write
all numbers– Must understand
what is meant by order
• Demonstrate understanding of whole numbers to 100 – Concretely– Pictorially– Physically– Orally– In writing– Symbolically
Pre-Assessment – What and Why
• What?– Pre-assessment can be diagnostic or “discovery”
assessment
• Why?– To help determine:
• content, skills and strategies you need to teach• misconceptions about a topic or about themselves as
learners• how to group students for instruction• the kinds of activities that will support different
students
When Do We Pre-Assess?
• At the beginning of …– the school year (interests, readiness,
learning preferences)– a unit of study (readiness, knowledge
base)– a new topic (readiness, knowledge)– a lesson (readiness, skills, knowledge)
Pre-Assessing• 1 -- Learning Styles
– Multiple Intelligence Tests– Learning Preferences
• 2 -- Interests – Interest inventories – Questionnaires – Surveys
Pre-Assessing• 3 -- Readiness
– Does the student have the background knowledge and skills needed to be successful in learning the outcome?
• Readiness is not ability!
How to Pre-Assess• Daily Journals
– Daily Math, Daily Language, Science Starters …
• Before Activities – Anticipation Guides, Brainstorming …
• After Activities– Exit Slips …
Other Pre-Assessment Ideas
• KWLS• Brainstorming• Anticipation Guide• Questioning• Pre-tests• Self-Evaluation• Checklists• Observations
• Pre-assessment = Discovery
• What do you want to know about the student?
How Can I Support Teachers in Pre-Assessment?
• Work together to plan pre-assessment for a unit of study
• Co-teach in the classroom– Idea! Try rotating groups that you
work with to avoid the stigma that struggling students experience.
Formative Formative AssessmentAssessmentFormative Formative
AssessmentAssessment
““Keeping Track”Keeping Track”
Formative AssessmentWhat? Assessment for Learning
Why? The purpose is to “drive instruction” What areas did the student understand?What areas still need work?What areas do I still need to work on as a teacher?
When? On-going, daily
How? Formal or informal assessment
Who? By teacher, by peers or by self
Feedback• Feedback can take two forms: marks or
comments• Learning how to give proper feedback is
crucial!• Food for thought:
– If this is still part of the learning/practicing stage, is a mark a valid form of feedback?
– When is a comment more valuable for student learning?
Feedback Ideas• 2 stars and a wish• Marks on the
board, not on the sheet
• Checklist of comments
• Highlight rubric
• Adopt the role of coach, NOT the role of corrector, editor, judge
• Don’t correct! Don’t justify! Guide!
Formative Assessment Ideas
• Exit slips• Exit sticky notes• Rubrics• Signal Cards• Fist to Five• Questions• Conferencing
• Journal entries• Portfolio entries• Unit reviews• Homework
assignments• Student opinions
Exit Slips• Exit slips are
written student responses to questions you pose at the end of class– Ask an open ended
question or a specific question
How Can I Support Teachers in Formative Assessment?
• Work together to develop a plan to support the learners who are struggling with readiness – e.g. some students work in a group with support
rather than individually
• Work together to build in extra supports within the lesson – Provide additional oral instructions – Structure the page for the student (numbered boxes,
sticky notes, etc.)– Develop communication format to notify the teacher
when a student is experiencing difficulty with a topic/skill
Summative Summative AssessmentAssessmentSummative Summative AssessmentAssessment
““Making Sure”Making Sure”
Summative Assessment
• An assessment at the end of the learning activity
• Usually for a “grade” or report card mark
Forms of Summative Assessment
• Written• Oral/Spoken• Performance Tasks
• What is the best way for a student to show his or her understanding of the outcome?
“Fair isn’t always equal.” Rick Wormeli
Summative Assessment Ideas
• Tests• Performance tasks• Oral test• Conversations or
interviews• Product or exhibit• Demonstration• Portfolios
• What is the best way for a student to show his or her understanding of the outcome?
Differentiating for Learning Styles:
Summative Product IdeasAuditory Visual Tactile-Kinesthetic
classifying/graphing brochure activity plan
puzzles collage composing music
math journal design demonstration
essay diagram exhibit
finding patterns drawing game or game show
riddle flow chart "how-to" book
oral report graphic organizer manipulatives
game multi-media project mobile
survey illustrated manual model
teaching a lesson map rhythm or rhyme
written report picture dictionary scale drawing
How Can I Support Teachers in Summative Assessment?
• Work together to plan the summative assessment for a unit of study– Develop a different system of recording– Work together to develop an alternative
summative assessment• Work together to plan assessment rubrics
• Provide on-going support for learners who have not mastered the outcome– e.g. Tying My Shoes
Ways of RecordingOutcome Ex – Adding Fractions with Like Denominators
Date Pre-Assessment
Formative Practice 1
FormativePractice 2, 3, 4, etc.
Assessment Task
Sept. 12
Sept. 18
Sept. 22
Sept. 27
Sept. 29 2nd attempt ??
Rubric Resources• Shrock, Kathleen. (1995 - 2003) http://
school.discoveryeducation.com/schrockguide/assess.html
• Teach-nology: – Rubrics Generator [April, 2003]
• WWW4Teachers. (2003) – Rubistar - PBL Rubric Creation Tool [April, 2003]
Closure• Follow Up from the Pre-
assessment Activity– Brainstorming A – Z, Anticipation
Guide, Interview, Personal Survey, Four Corners, KWLS, Human Graphing
• Action Plan– What now?