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Key Principles of a Using Assessment Differentiated ...

1 Using AssessmenttoDrive InstructionKey Principles of aDifferentiated Classroom AssessmentAssessment and and instructioninstruction are : Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCDTwo Views of Assessment -- Assessment is for:GatekeepingJudgingRight AnswersControlComparison toothersUse with singleactivitiesAssessment is for:NurturingGuidingSelf-ReflectionInfor mationComparison to taskUse over multipleactivitiesAssessment in aDifferentiated Classroom Assessment drives instruction. ( Assessment information helps theteacher map next steps for varied learners and the class as awhole.) Assessment occurs consistently as the unit begins, throughout theunit and as the unit ends. (Pre- Assessment , formative andsummative Assessment are regular parts of the teaching/learningcycle.)

1 Using Assessment to Drive Instruction Key Principles of a Differentiated Classroom •Assessment and instruction are inseparable. Source: Tomlinson, C. (2000).

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1 1 Using AssessmenttoDrive InstructionKey Principles of aDifferentiated Classroom AssessmentAssessment and and instructioninstruction are : Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCDTwo Views of Assessment -- Assessment is for:GatekeepingJudgingRight AnswersControlComparison toothersUse with singleactivitiesAssessment is for:NurturingGuidingSelf-ReflectionInfor mationComparison to taskUse over multipleactivitiesAssessment in aDifferentiated Classroom Assessment drives instruction. ( Assessment information helps theteacher map next steps for varied learners and the class as awhole.) Assessment occurs consistently as the unit begins, throughout theunit and as the unit ends. (Pre- Assessment , formative andsummative Assessment are regular parts of the teaching/learningcycle.)

2 Teachers assess student readiness, interest and learning profile. Assessments are part of teaching for success. Assessment information helps students chart and contribute to theirown growth. Assessment MAY be Differentiated . Assessment information is more useful to the teacher than grades. Assessment is more focused on personal growth than on your group, take 5 discuss thereasons you assess students. Assessment istoday s means ofunderstanding howto modifytomorrow sinstruction. Carol TomlinsonSome teacherstalk about---LEARNINGSome teacherstalk about---GRADESONGOING ASSESSMENTVS. Can these two coexist peacefully? Should one receive emphasis over the other?Too often,educationaltests, grades,and report cardsare treated byteachers asautopsies whenthey should beviewed asphysicals.(Reeves 2000, 10)83 Take a moment to list some ways youtypically assess students in CAN BE ASSESSED?

3 SkillsConceptsREADINESSINTERESTLEARNINGP ROFILEC ontentKnowledge Interest Surveys Interest Centers Self-Selection Areas of Strength and Weakness Work Preferences Self AwarenessAssessment has more to do withhelping students grow than withcataloging their Carol Ann TomlinsonMost teachers assess students at theend of an instructional unit or Assessment and instruction areinterwoven, both the students and theteacher benefit. The next slide suggestsa diagnostic continuum forongoing Assessment . 4On-going Assessment :A Diagnostic ContinuumPreassessment(Finding Out)Formative Assessment (Keeping Track & Checking -up)Summative Assessment (Making sure)Preassessment method, strategy or process used to determine astudent s current level of readiness or interest in order toplan for appropriate instruction.

4 Provides data to determine options for students helps determine differences before planning helps teacher design activities that are respectful andchallenging allows teachers to meet students where they are identifies starting point for instruction identifies learning gaps makes efficient use of instructional timeHigh School Unit onThe Agricultural Revolution Major Emphasis to Lay Groundwork for Rest of Year Reading, Lecture, Videos, Journal Entries, Homework, etc. Three Weeks into the s agriculture? Pre- Assessment What the student already knows about what is beingplanned What standards, objectives, concepts & skills theindividual student understands What further instruction and opportunities for masteryare needed What requires reteaching or enhancement What areas of interests and feelings are in thedifferent areas of the study How to set up flexible groups: whole, individual,partner, or small group5 How do we assess the gap betweenwhat we know about students andwhat performance is expected ofthem for the final Assessment of thenext unit?

5 And how should a teacher decide on amethod of pre- Assessment ?Gregory, and Kuzmich, L. (2004). Data driven differentiation inthe standards-based classroom. Thousand Oaks, CA: Corwin do I know about my studentsnow? is the nature and content of thefinal Assessment for this unit or periodof time? don t I know about the contentknowledge, the critical thinking, andthe process or skill demonstration ofmy students?Gregory, and Kuzmich, L. (2004). Data driven differentiation inthe standards-based classroom. Thousand Oaks, CA: Corwin Assessment process of accumulating information about a student sprogress to help make instructional decisions that willimprove his/her understandings and achievement levels. Depicts student s life as a learner used to make instructional adjustments alerts the teacher about student misconceptions early warning signal allows students to build on previous experiences provides regular feedback provides evidence of progress aligns with instructional/curricular outcomesThe power of formativeassessment lies in its double-barreled approach, addressingboth cognitive andmotivational factors at thesame Susan Brookhart6 Key Elements of Formative Assessment : Establishment of a classroom culture that encouragesinteraction and the use of Assessment tools.

6 Establishment of learning goals and tracking of individualstudent progress toward those goals. Use of varied instruction methods to meet diverse studentneeds. Use of varied approaches to assessing studentunderstanding. Feedback on student performance and adaptation ofinstruction to meet identified needs. Active involvement of students in the learning for Economic Cooperation and DevelopmentSummative Assessment means to determine a student s mastery andunderstanding of information, skills, concepts, orprocesses. Should reflect formative assessments that precede it should match material taught may determine student s exit achievement may be tied to a final decision, grade or report should align with instructional/curricular outcomes may be a form of alternative assessmentTake a moment to list some ways youtypically assess students in Assessment .

7 A Diagnostic ContinuumPreassessment(Finding Out)Formative Assessment (Keeping Track & Checking -up)Summative Assessment (Making sure)Feedback and Goal SettingPre-testGraphing for GreatnessInventoryKWLC hecklistObservationSelf-evaluationQuesti oningConferenceExit CardPeer evaluationPortfolio Check3-minute pauseQuizObservationJournal EntryTalkaroundSelf-evaluationQuestionin gUnit TestPerformance TaskProduct/ExhibitDemonstrationPortfoli o Review7 Ongoing AssessmentStrategiesWork alone or with a partner. Read over the examples in the next10 slides. Make note of any questions you mayhave. How could you use these strategiesto drive instruction? How will ongoing Assessment helpyou teach for success?Quick Tools for AssessingStudent Understanding Exit Cards 3-2-1 Cards Whip Arounds Windshield Check Journal Entries Frayer Diagrams POE Exercises(Predict, Observe,Explain) Socratic Seminars Hand Signals KWL White Boards Clickers Dip Stick Groups Quick Writes Random Response Yes/No Numbers/Colors forClarity Answer OptionsWindshield Check CLEAR I get it!

8 BUGS I get it for the mostpart, but I still have a fewquestions. MUD I still don t get it. Or: Dip Stick Full, Half Full, Need OilBACKAn example of informal on-going or formative Assessment of readinessDOUBLE ENTRY JOURNAL(Basic)CONTENTNote Taking Key phrases Important words Main ideas Puzzling passages Summaries Powerful passages Key parts Making How to use ideas Why an idea is important Questions Meaning of key words,passages Predictions Reactions Comments on style ENTRY JOURNAL(Advanced)ANOTHER VOICET eacherAuthorExpert in fieldCharacterSatiristPolitical ideas areWhy ideas areimportantimportantAuthorAuthor ssdevelopment ofdevelopment ofelementselementsHow parts andHow parts andwhole relatewhole relateAssumptions ofAssumptions ofauthorauthorKey questionsKey questionsCONTENTKey passagesKey vocabularyOrganizingconceptsKey principlesKey patternsMAXTHINKING ABOUTON-GOING ASSESSMENTSTUDENT answer response solvingTEACHER by group tasks andrubricsAssessment Strategies to Support Around: Assessment ) Teacher poses question Students write response Students read written responses rapidly, in specifiedorder.

9 Teacher takes notes Develop closure / clarification / summary2. Status checks: ( Assessment ) Thumbs up/thumbs down/ wiggle palm Colored cards (red, green, yellow) Windshield 3. Quartet Quiz: ( Assessment ) Teacher poses question Students write/prepare response Students meet in quads and check answers Summarizer reports, We know/ We wonder Teacher records on board Closure/clarification/next stepsAssessment Strategies to Support Check: (Review/ Assessment ) Teacher assigns students to groups of 5-6 Teacher gives each student a question card, posing aKey understanding question Students read their question to group Scorecard Keeper records # of students for eachquestion who are: Really sure Pretty sure Foggy clueless Students scramble to groups with same question theyhave/prepare solid answer Go back to original groups, share answers Re-read questions Re-do scoreboard Report before and after scoreboardsAssessment Strategies to Support SuccessSquaring OffWhole Group a card in each corner of the room with one of the followingwords or phrases that are effective ways to group according tolearner ever Sometimes Often I have it!

10 Dirt road Paved road Highway Yellow brick the students to go to the corner of the room that matches theirplace in the learning go to the corner that most closely matches their ownlearning status and discuss what they know about the topic andwhy they chose to go : Complete the chart to show whatyou know about MAGNETISM. Write as much as you Rating ve never heard of this ve heard of this, but am not sure how it know about this and how to use it_____ Direct object_____ Direct object pronoun_____ Indirect object_____ Indirect object pronoun_____ Object of a preposition_____ Adjective_____ Interrogative adjectiveAn example of pre- Assessment of readiness10 Exit CardsList 3 things you learnedtoday 2 things you d like tolearn more about 1 question you still haveExit CardsExplain the differencebetween simile and some examples of eachas part of your CardsWe have been learning about words and/or pictures to show yourunderstanding of what it is.


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