Differentiating Assessment____________________________________________________________

Differentiated Assessment

todays means of modifying

tomorrows instruction

-Carol Ann Tomlinson

Western Carolina University

August 1, 2011

When somebody hands you a glob of kids, they dont hand you a matched set. - Carol Ann Tomlinson

Differentiated Instruction

Principles of Effective Differentiation (Non-Negotiables)

(ReadinessInterests Learning ProfileRespectful TasksHigh-QualityCurriculumFlexible GroupingContinuousAssessmentSupportiveLearningEnvironmentContent Process ProductAnchors)

Teachers Can Differentiate (Elements of Curriculum and Instruction)

According to Learner Differences

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Differentiated Assessment Guidelines(from Differentiated Assessment for Middle and High School Classrooms, Blaz, 2008)

Guidelines:1. Assess daily.2. Be formative whenever possible: a temperature check not just to measure knowledge but to give feedback.3. Ask students to apply the knowledge and skills gained in basically the same way they practiced that knowledge/skills. There should be a clear match between the expected outcomes of a unit and the tasks provided as the assessment.4. Be timely; make results quickly available to the student.5. Extend knowledge, rather than merely measure it.6. Never surprise students. Tell them what they will learn, how to learn it, and how they will know they have learned it. No pop quizzes, no surprise categories. Test what was taught following the same manner in which it was practiced.7. Have clear criteria (checklist/rubric) that communicate how students will be assessed.8. Be authentic. Students should be asked to perform in as close to a real-life situation as possible in the classroom.Assessment should be linked to the method of performance. student learning styles. the level of cognitive ability (Blooms or another). student skill level.

Differentiated Assessment is not just a test at the end of a unit. It is ONGOING. Its purpose is to screen and identify those who need assistance or to help plan instruction. It provides feedback for both teacher and student. reflects student learning, achievement, motivation, and attitudes on instructionally relevant classroom instruction. provides multiple ways for students to demonstrate their learning: tests (individual as well as partner/group tests), observations, interviews, self-evaluations, and many other formats to be discussed in this section. identifies both what is right and what is wrong, and suggests how to fix what is wrong.

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Become an assessment junkie. Everything that a student says and does is a potential source of assessment data. Assessment should be an ongoing process, conducted inflexible but distinct stages, and it should maximize opportunities for each student to open the widest possible window on his or her learning. -Carol Ann Tomlinson

Assessment-Three Types

(from training with Carol Ann Tomlinson, March 18, 2008)

Assessment and instruction are inseparable. It is todays means of understanding how to modify tomorrows instruction.

Assessment always has more to do with helping students grow

than with cataloging their mistakes."

-Carol Ann Tomlinson

Pre-Assessment is any method, strategy, or process used to determine a students current level of readiness or interest in order to plan appropriate instruction. Pre-assessment

provides data to determine options for students.

helps determine differences before planning.

helps teachers design activities that are respectful and challenging.

allows teachers to meet students where they are.

identifies starting points for instruction.

identifies learning gaps.

makes efficient use of instructional time.

Formative Assessment is a process of accumulating information about a students progress to help make instructional decisions that will improve his/her understanding and achievement levels.

Formative assessment

depicts a students life as a learner.

is used to make instructional adjustments.

alerts the teacher about student misconceptions - early warning signals.

allows students to build on previous experience.

provides regular feedback.

provides evidence of progress.

aligns with instructional/curricular outcomes.

Summative Assessment is a means to determine a students mastery and understanding of information, skills, concepts, or processes. Summative Assessment

should reflect formative assessments that precede it.

should match material taught.

may determine a students exit achievement.

may be tied to a final decision, grade, or report.

should align with instructional/curricular outcomes.

may be a form of alternative assessment.

Differentiated Assessment: Pre-Assessment(from Differentiated Assessment for Middle and High School Classrooms, Blaz, 2008)(from Differentiated Instructional Management, Chapman and King, 2008)

Pre-Assessment

Pre-Assessment: A formal or informal test administered to pinpoint what the learner knows about an upcoming standard, skill, topic, or concept. The teacher analyzes the data to identify each students background knowledge, prior experiences, abilities, interests, and attitudes in relation to the new learning.

The most useful pre-assessment data is gathered 1-2 weeks prior to planning the unit. This gives the teacher time to analyze each students strengths and needs for the upcoming unit. This type of assessment is crucial because the results are used to plan lessons for individuals in the differentiated classroom. By identifying strengths and weaknesses ahead of time, the teacher works smarter, not harder.

Instructional Benefits of Using Pre-Assessment Reveals the students knowledge base related to the upcoming topic or skill. Pinpoints the learners knowledge on standards, concepts, and objectives. Reveals specific needs for re-teaching, grade-level instruction, or enrichment. Reveals students interests, talents, attitudes, likes/dislikes, feelings/emotions. Guides the teacher in selecting or designing the most appropriate instructional strategies to accommodate identified individual and group needs.

Teachers Role Pre-assess students 1-2 weeks prior to new unit of study. Decide how pre-assessment tools will optimize planning for individual needs. Plan lessons and activities for individuals and small groups based on their current knowledge levels. Use pre-assessment as a promo for an upcoming topic or skill. Develop a repertoire of formal and informal pre-assessment tools, and let the data needed determine which tool to use in any given situation.

Students Role Show what you know and what you do not know so you can learn more. Search your memory bank to reveal experiences to link to the lesson. Share personal knowledge and experiences related to the topic on the assessment. Realize any negative experience you had with a topic or skill in the past can be replaced with a positive experience. Identify areas of interest to explore during the upcoming study.

Pre-Assessment: Reflecting on the Students(adapted from training with Carol Ann Tomlinson, March 18, 2008)Study Your StudentsGet to Know ThemRisk Connecting with Them

What do I want to know about my students as individuals? As a group? What do I already know? How well do they read? Write? How well do they understand when they listen? Whats hardest for them in school? How do they feel about their peers? How do their peers feel about them? How does their culture affect their learning? How does gender affect them? What do they already know about what I plan to teach? What are their dreams? What are their interests? How do they work best? What kind of adult support do they have outside of school? What experiences do they have that enable them to relate to what we study? What attitudes do they have about learning? About school?

To respect the dignity of young people means taking them seriously as whole human beings, not just as students. Who are these young people? What do they bring to school in terms of social and cultural experiences and identities? How old are they, and what expectations do school and society have for people that age? What is around them in terms of media messages, living conditions, community resources, and so on? Questions like these help us to see whole persons rather than just students in our classrooms. And when we do that, the door to respecting their dignity is opened.

- James Beane, A Reason to Teach

Pre-Assessment Tools(from Differentiated Assessment for Middle and High School Classrooms, Blaz, 2008)(from Differentiated Instructional Management, Chapman and King, 2008)

Pre-assessment is used to determine student readiness (prior knowledge and interests) and make decisions on how to differentiate the idea, concept, process, or unit. Because such assessments do NOT reflect student mastery of content, they are NOT to be used to grade students.

Pre-assessments include, but are not limited to KWL charts Teacher-made pretests Checklists Observat