Key Principles of a Using Assessment Differentiated ...

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.)

2 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.) 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.

3 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?SkillsConceptsREADINESSINTEREST LEARNINGPROFILEC 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.

4 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. 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.

5 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?And how should a teacher decide on amethod of pre- Assessment ?

6 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.

7 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. Establishment of learning goals and tracking of individualstudent progress toward those goals.

8 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 .

9 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?

10 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! 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)