CLASSROOM ASSESSMENT AND DIFFERENTIATION

Summary of Chapter 4Differentiation and the Brain

Katie Boyle

“If we use the yardstick of supporting student success as a measure of effective

assessment practices, then we quickly see that that mystery, harsh judgment, external motivation, and trickery that

many teachers experienced in their own schooling fall short. Assessment should

not be used to categorize students, but to push their learning forward”

(Earl, 2003 as cited on p. 67).

Attributes of Effective Assessment Practices

Classroom assessments align with the essential knowledge, essential

understanding, and essential skills delineated by a high quality curriculum.

Attributes of Effective Assessment Practices

Students in classrooms that exhibit effective instructional practices are not

surprised by the contents of assessments.

Attributes of Effective Assessment Practices

Effective classroom assessments are appropriate for their intended use: Right kind of assessment to measure what

needs to be measured; A fair sample of the content to be assessed; Emphasizes what matters most in the topic of

study; Works for the students who will use it.

Attributes of Effective Assessment Practices

Communication is key! The teacher makes sure that the targets of the assessment are clear throughout the instructional

cycle that precedes the assessment but also that the assessment itself models

clear communication

Attributes of Effective Assessment Practices

Effective classroom assessment practice leads to improved instruction—helps

teachers identify what they taught well and “what needs work.”

Attributes of Effective Assessment Practices

Contribute to students’ sense of emotional safety in the classroom by: Helping students understand from the outset

of a unit what is valued and what quality looks like;

Focusing students on critical outcomes and attributes of quality;

Contributing to a growth mindset in students by proving to them that consistent effort=success;

Increasing students’ ownership of learning and independence

“Assessment is integral to the success of virtually everything that happens in the

classroom…Effective assessment practices improve both

teaching and learning”(Guskey, 2007, as cited on p. 69).

Three Purposes of Classroom Assessment:

Assessment of Learning

Assessment for Learning

Assessment as Learning

Assessment of Learning

Summative: happens after extended periods of teaching and learning with an eye toward determining who has mastered essential content

Examples: short answer tests, essay tests, essay tests, writing assignments, portfolios, authentic problems to solve, public presentations

Two Major Categories:

Those that assess rote-knowledge skills; Those that assess higher-level executive

functions

Assessment for Learning

Formative: its purpose is not to determine who succeeded (or who did not), and to what degree.

Provides guidance to the student through specific, descriptive feedback by the teacher

Provides guidance to the teacher on how to craft instructional plans to help students either get back on track or move forward

Formative Assessments

Emphasize learning rather than grading; should generally not be graded

Assessment as Learning

Has a formative emphasis but gives particular importance to the role of the

student in coming to own his/her success as a learner

When Assessment is Used as Learning:

Goal is to help students do the following: Develop self-awareness and skills Ask important questions Construct meaning Use specific teacher feedback to make

adjustments Relate their learning to their experiences Make connections

Assessment for Learning and Assessment as Learning Pivot on:

Clear articulation of essential knowledge, understanding and skills

Curriculum that is aligned with the essentials

Instruction and assessment focused on the essentials

Teacher feedback to students that is clear and specific

Important Points about the Role of Assessment in Differentiation: The effective use of pre-assessment and formative

assessment is the prelude to effective differentiation.

The effective use of pre-assessment, formative assessment, and summative assessment is integral to ensuring that students and teachers work from a growth mindset

Effective use of pre-assessment strengthens student-teacher connections

The effective use of pre-assessment and formative assessment provides relevant info about student readiness, interest, and learning profile

Important Points, continued

Any work students do that is focused on the knowledge, understanding and skills designated as essential for a segment of learning can be formative assessment

Effective pre-assessments, formative assessments, and summative assessments provide multiple means of representation, expression, and engagement

Important Points

Providing feedback rather than grades for formative assessment ensures students who struggle with the content have adequate practice time before their work is judged.

Using assessment for learning increases student ownership of learning, student performance, and student learning efficacy.

Grading and Assessment are not synonyms!

Should the Following Assessments be Graded?

Diagnostic/Pre-Assessments: NO Formative Assessments: Rarely Summative Assessments: YES

The Value of Report Card Grades

A report card provides a snapshot of a person who is still developing; is not the final word on the student’s journey as a learner

Students Will Understand and Have a Regard for the Report Card Grade IF:

The teacher Has a growth mindset Establishes a positive learning environment Has learning goals that are focused on

understanding Communicates learning goals clearly to students Teaches with those goals at the center of

instruction Uses effective classroom assessment practices Modifies instructional plans to address gaps

between students’ current learning status and essential goals

It is vital for students to have a clear picture of the

teacher’s learning goals and how they mesh with their

personal goals.

“Assessment is a facilitator of high levels of achievement for

each student. It helps students learn and succeed by making

as clear as possible the nature of their accomplishments and the progress of their learning”

(National Research Council, 2001 as cited on page 80)

Exercise 4.1

Questions for Teachers to Ask to Determine Whether an Assessment is Effective

(Reproducible)

To Summarize:

What are the kinds, purposes, and examples of assessments in a differentiated classroom?