Differentiated Formative Assessment to Improve Student Learning 1

Differentiated Formative Assessment

to Improve Student Learning

1

Our Assumptions1. All students can and should learn at high

levels.2. Students do not all learn in the same ways.

3. Most effective teachers continuously

assess their students’ learning and make adjustments to their teaching accordingly.

4. It is possible for students of differing abilities and backgrounds to be comparatively challenged by the same content.

Our Assumptions5. All students at one time or another will

need personalized instruction to ensure continued academic success.

6. A minority of students (1-2%) will need modified general education curriculum.

7. Most of the strategies and accommodations for students with IEPs, can be implemented for ALL students to maximize the success of ALL students.

• The heterogeneity of classrooms necessitates that school staff expand their curricular and instructional approaches so that all students with a range of abilities, interests and needs can engage in relevant and respectful learning (Krohnberg, York-Barr).

• Classrooms in which students had numerous opportunities to be involved in participation and decision making, students exhibited increased achievement and had more positive attitude towards school. (Kramer, 1992)

• Students whose interests are tapped and deepened in school are more likely to be engaged and to persist in learning (Csikszentmihalyi, 1990; Maslow, 1962; Sousa, 2001; Wolfe, 2001).

• The range of instructional levels among students ( those not receiving special services) in many general education classes is an average of 5.4 grade equivalents (Jenkins, Jewell, Leicester, O’Conner, Jenkins and Troutner, 1990).

Earth Shattering News!!!!!

DIFFERENTIATION

“In differentiated classrooms, teachers continually assess student readiness, interest, learning profile, and affect. Teachers then use what they learn to modify content, process, product, and

the learning environment to ensure maximum learning for each member of

the class.(Tomlinson, 2003)

Readiness or Academic BackgroundA student’s knowledge, understanding, and skill related to a particular sequence of learning. Affected by: (a) cognitive proficiency and(b) student’s prior learning and life experiences, attitudes about school, and habits of mind.

InterestTopics of pursuits that evoke curiosity and passion in a learner… Thus, highly effective teachers attend both to developing interests and as yet undiscovered interests in their students.

(Tomlinson, 2003)

Learning Profile How students learn best. Affected by learning style, intelligence preference, culture, gender, ...

Affect How students feel about themselves, their work, and the classroom as a whole. “Student affect is the gateway to helping each student become more fully engaged and successful in learning.”

(Tomlinson, 2003)

ContentWhat we teach or want students to learn. Differentiated instruction begins with good curriculum. It is critical to begin each unit clearly explaining to students what they are expected to understand, know, and be able to do.

Process How we teach or how students learn.

Product How students demonstrate what they know or have learned.

Learning EnvironmentClassroom operations, rules, procedures, interactions, respect, sense of community, environmental arrangements, “mood” – elements typically included under the category of classroom management strategies

“I have come to a frightening conclusion. I

am the decisive element in the classroom. It is my

personal approach that creates the climate. It is

my daily mood that makes the weather. As a

teacher, I possess tremendous power to make a

child’s life miserable or joyous. I can be a tool of

torture or an instrument of inspiration. I can

humiliate or humor, hurt or heal. In all occasions it

is my response that decides whether a crisis will be

escalated or de-escalated, and a child humanized

or dehumanized.” Hiam Ginot

Establish clarity about curricular essentials Accept responsibility for the learning of ALL

students – No exceptions Develop communities of respect Build awareness of what works for each student Develop classroom management strategies Help students become effective partners in their

own learning Develop flexible classroom teaching routines Expand a repertoire of instructional strategies Reflect on individual progress with an eye toward

curricular goals and personal growth

Engage in ongoing collaborative relationships.

Start with good curriculum.

Guiding Principles of Differentiated InstructionGuiding Principles of Differentiated Instruction

Continuously assess where students are

Use multiple instructional strategies. Use flexible grouping. Ensure students consistently work

with “respectful” activities and learning environments.

Create a respectful sense of community.

KWhat I know

WWhat I want

to know/learn

LWhat I’ve learned

Prior Knowledge or existing schema

Curiosity

KWL

• What do you know about the War in Vietnam?

• List people, places, events or anything else you can remember

KWL - Vietnam• A survey of 165 US

History students yields the following:

• My teacher was there• My grandpa was there• Took place in Germany?

Japan? France?• Protest Songs• Jungles• Government lies• 50s thru 70s

•Napalm•Ho Chi Minh•VC•Guerilla War•Helicopter•No Winner•Pits lined with stakes•Mentally scarred vets•Hippie revolution•Not a war•Wall in DC•Dien Bien Phu (or was that Korea?)

Want to Know

• Why was the US in Vietnam is the first place?

• When did it all start and end?

• Why did some people fight and not others?

• Why were so many people against the war?

•Who won the war?•What did we gain by fighting in SE Asia?•Why won’t my dad/ grandpa talk about the war?

16

1. Student A interviews Student B

Interview

A

A

A

A

B

B

B

B

2. Student B interviews Student A

3. Student A shares about Student B

4. Student B shares about Student A

Interview

AssessmentWhat Is it?

Diagnosis – a broader concept based on multiple assessments that entails making judgments about the performance and factors that impinge on performance.

Assessment – The act of gathering data in order to understand an area of concern better

(Alexander & Heathington p. 83, 1988)

Formative - is part of the instructional process. When incorporated into classroom practice, informs both teachers and students about student understanding at a point when timely adjustments can be made.

By definition, formative assessments are diagnostic. They provide specific enough information to plan instruction for a student.

Summative - are given periodically to determine at a particular point in time what students know and do not know.

Examples: state assessments, district benchmark or interim assessments, end-of-unit or chapter tests, end-of-term or semester exams, scores that are used for accountability for schools (AYP) and students (report card grades).

Summative assessment provides a gauge, at a particular point in time, to student learning relative to content standards.

Summative assessments can be used for screening and progress monitoring in that they can be used to identify areas that need further more in depth assessments. If so, they typically are administered individually and are brief and fairly general. The results indicate whether or not diagnostic testing needs to be administered.

Continually AssessContinually Assess1. Assess to get a sense of students’ reading skills.

2. Assess learning profiles and preferences

3. Assess interests

4. Assess affect

5. Assess knowledge and content acquisition of unit of study – before, during, and after instruction. Daily assessment should be the goal. Assessment should allow students to demonstrate what they know in different formats/modes.

6. Assess to identify scaffolding strategies & accommodations.

7. Assess progress toward IEP goals and objectives.



3. Assess interests

4. Assess affect


6. Assess to identify scaffolding strategies & accommodations.

7. Assess progress toward IEP goals and objectives.

In an effective classroom, In an effective classroom, students view each assessment students view each assessment

activity as a way to highlight activity as a way to highlight their strengths and needs so they their strengths and needs so they

can improve, extend, and can improve, extend, and celebrate learning. celebrate learning.

(Chapman & King, 2005, p.13)(Chapman & King, 2005, p.13)

With your table, generate a list of assessments/assessment strategies you/your teachers use to determine student reading skills.

Of these strategies note which are summative and which are formative.

How can you use this in your classroom?

Ideas?

STEPS1.Teachers poses question.2.Students form pairs, one member an “A” another a “B”.3.A and B pass a piece of paper to and fro, taking it in turns to write ideas or answers to a problem.4.When time is called (up to 3 minutes), members share their lists or combine lists with other pairs.

Spencer Kagan

1. Find a different partner than you had in the interview activity.

2. Using the Rally table structure, generate as many types of assessment tools you know already.

3. Engage in the rally table structure until the timer sounds.

Sample Assessment ToolsSample Assessment Tools

1. Assess to get a sense of students’ reading skills.

Depending on the students’ ages and grade levels, consider:

Identify reading levels Identify phonological skill levels phonemic awareness word attack skills spelling activities Identify comprehension skills vocabulary comprehension strategies

Continually AssessContinually Assess

Summarizing: Pulling together important aspects of the text to get the gist of the texts. Distinguishing important information/details from unimportant information and details.

Predicting: An ongoing process used by efficient readers both before and during reading which supports children as they use what they know about the text to determine what they expect may follow. When predictions are made, readers look to confirm or alter predictions made on new information. Readers predict words and ideas when reading.

Inferring: The ability to go beyond the author’s words by supplying information not provided in order to draw conclusions. Types of inferring include:

• referents of pronouns• meanings of unknown vocabulary• explanations of events in text• elaboration of ideas• how ideas in text relate to own opinion• character intentions

Monitoring: Knowing when reading doesn’t make sense and having strategies from which to select and use in order to correct the problem.

Question Generating: Generating questions about the text as one reads.

Relating: Relating reading to one’s own background experiences by activating prior knowledge related to specific topics and bringing it to the task of reading.

Imaging: Creating mental images and pictures and we read.

In addition to reviewing student records, TCAP results, ….

Ask student to read a section of connected text silently, the subject of which interests him/her. (Refer to strategies introduced later on to determine interests.) Select text which includes two to three unfamiliar vocabulary words.

Ask explicit questions to determine level of comprehension of text.

- What do you think will happen next? - What’s another word for ____________________?- What are the characteristics/parts of _______________________?- What is the big idea, key concept, moral in _________________?- How does ________________ relate to ____________________?- What ideas/details can you add to _________________________?- What is wrong with ____________________________________?- What might you infer from ______________________________?- What conclusions might be drawn from ____________________?- What question are we trying to answer? What problem are we trying to solve?- What are you assuming about ____________________________?- What might happen if __________________________________?- What criteria would you use to judge/evaluate _______________?- What evidence supports ________________________________?- How might we prove/confirm ____________________________?- How might this be viewed from the perspective of ___________?- How do you know….- How is _____________ similar to your ___________?- What did you see/visualize/imagine when you read about _____?

In addition to reviewing student records, TCAP results, ….

Ask student to read a section of connected text silently, the subject of which interests him/her. (Refer to strategies introduced later on to determine interests.) Select text which includes two to three unfamiliar vocabulary words.

Ask explicit questions to determine comprehension skills used.

Next, ask student to continue reading the text for 3 minutes, this time orally. Count the number of words correctly read out of the total number of words. Convert to number of correct words per minute and match to a fluency chart. Note student behavior when making any errors in reading. Note the student’s word attack skills. Again, ask explicit questions to determine comprehension skills. Note how the student determines meaning for unfamiliar words, if any.

1. Assess to get a sense of students’ reading skills.

Depending on the students’ ages and grade levels, consider:

Identify reading levels Identify phonological awareness levels Determine comprehension skills Fluency Determine students’ attention to/use of external

physical organization of texts used.

Continually AssessContinually Assess

“Narrative text is writing in which a story is told; the details may be fictional or based on fact. Typically, the events described in narrative text are written sequentially”.

“Elements that are basic to narrative text include a setting, characters, plot, conflict, and theme. Some literary authorities label these elements “story grammar.” That is, just as sentence grammar is used to explain and specify how sentences are constructed, story grammar delineates the basic parts of a story and how those work together to create a well-constructed tale”.

Vacca and Vacca, 1993

Examples of Narrative Text:

Science FictionScience Fiction: A fictional story that usually considers the

question “What if…?” about some current or projected scientific and

technological developments. (Examples: Fahrenheit 451; A

Wrinkle in Time)

Fantasy:Fantasy: A story in which the characters, setting, or events are completely imaginary and would

never be found in real life. (Examples: The Hobbit; The Lion,

the Witch, and the Wardrobe; Faust)

Fable:Fable: A short tale that teaches a lesson, often using animals as characters. (Examples: Animal

Farm; Aesop’s Fables)

Folk Tale:Folk Tale: A story of unknown origin, but well known in a particular culture through

repeated telling. (Examples: “Strega Nona”; “John Henry”,

“Why the Sun and Moon Live in the Sky”)

Myth:Myth: A story passed down through oral tradition that explains natural

phenomena, religion, or history of a race. (Examples: “Odysseus and the Cyclops”;

“The Legend of King Arthur and the Knights of the Round Table”; The Illiad)

Billmeyer & Barton, 2002

Informational text is written to Informational text is written to inform or persuade. Some inform or persuade. Some

teachers call informational text teachers call informational text expository text. Examples of expository text. Examples of

informational text are textbook informational text are textbook chapters, newspaper and chapters, newspaper and

magazine articles, and reference magazine articles, and reference material.material.

Billmeyer & Barton, 2002

Recommended Assessments for Phonological Awareness•Grade Level Word Lists – (Cunningham, P.)•High Frequency Spelling Patterns (Cunningham, P.)•Concepts About Print (Clay, M. or Loman, K.)•Observation Survey (Clay, M., 1993)•DIBELS, AIMSWeb

Recommended Assessments for Fluency•National Assessment of Educational Progress 4 point rubric•QRI-3 (Leslie p. 112-120)•Running Records (if timed) (Clay, M, 1993)•DIBELS, AIMSWeb

Recommended Assessments for Reading Comprehension•Running Records (Clay, M, 1993)•QRI-3 (Leslie p. 112-120)•DRA (Beaver, J, 2001)•Concepts About Print (Clay or Loman)•Observation Survey (Clay, M., 1993)

Assessment & Interventions for Struggling Readers •Print Concepts (Loman, K.)•Phonemic Awareness (Loman, K.)•Letters and Letter Sounds (Loman, K.)•Ohio Word Test (Loman, K.)•Running Records (Clay, M, 1993)

Have you determined/Have you encouraged your teachers to determine if everyone of your/their students can read the text and supplemental materials?

How did you/they determine this at the beginning of the year?

Continually Assess continuedContinually Assess continued1. Assess to get a sense of students’ reading skills.


Kolb’s Model (Concrete Experience and Abstract Conceptualization, Reflective Observation and Active Experimentation)

ExamplesExamples

Kolb's Learning Styles and Experiential Learning Model

Kolb’s Model (Concrete Experience and Abstract Conceptualization, Reflective Observation and Active Experimentation)Honey and Mumford’s Model (Activist, Reflector, Theorist and Pragmatist)Gregorc’s Model (Concrete Sequential; Abstract Random; Abstract Sequential; Concrete Random)Dunn and Dunn’s Learning Styles Model (Global, Analytic,…) VAK (Verbal, Auditory, Kinesthetic)

ExamplesExamples

VAK Learning Styles Explanation

The VAK learning styles model suggests that most people can be divided into one of three preferred styles of learning. These three styles are as follows, (and there is no right or wrong learning style):

•Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions.

•Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear!

•Someone with a Kinesthetic learning style has a preference for physical experience - touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first!

Kolb’s Model (Concrete Experience and Abstract Conceptualization, Reflective Observation and Active Experimentation)Honey and Mumford’s Model (Activist, Reflector, Theorist and Pragmatist)Gregorc’s Model (Concrete Sequential; Abstract Random; Abstract Sequential; Concrete Random)Dunn and Dunn’s Learning Styles Model (Global, Analytic,…) VAK (Verbal, Auditory, Kinesthetic)Gardner’s Multiple Intelligences (Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalist, Existential)

ExamplesExamples

Word SmartWord Smart

“The MI Pizza”Armstrong, Thomas

NumberSmartNumberSmart

PictureSmartPictureSmart

Body SmartBody Smart

Music SmartMusic Smart

PeopleSmartPeopleSmart

Self SmartSelf Smart

Nature SmartNature Smart

52

???? Wondering Wondering

Smart Smart ? ?? ?

•Written Checklists

“Assessing” MI Profiles

Word SmartWord Smart

“The MI Pizza”Armstrong, Thomas

NumberSmartNumberSmart

PictureSmartPictureSmart

Body SmartBody Smart

Music SmartMusic Smart

PeopleSmartPeopleSmart

Self SmartSelf Smart

Nature SmartNature Smart

54

???? Wondering Wondering

Smart Smart ? ?? ?

NameName Lingu

istic

Lingu

istic

Logi

cal/

Logi

cal/

Mat

hem

atica

l

Mat

hem

atica

lSpa

tial/V

isual

Spatia

l/Visu

alBod

ily

Bodily

Kines

thet

ic

Kines

thet

icM

usica

l

Mus

ical

Inte

rper

sona

l

Inte

rper

sona

lIn

trape

rson

al

Intra

pers

onal

Naturalist

NaturalistMI Class ProfileMI Class Profile

Existentia

l

Existentia

l

With your tablemates summarize your profile.

NameName Lingu

istic

Lingu

istic

Logi

cal/

Logi

cal/

Mat

hem

atica

l

Mat

hem

atica

lSpa

tial/V

isual

Spatia

l/Visu

alBod

ily

Bodily

Kines

thet

ic

Kines

thet

icM

usica

l

Mus

ical

Inte

rper

sona

l

Inte

rper

sona

lIn

trape

rson

al

Intra

pers

onal

Naturalist

Naturalist

MI Class ProfileMI Class Profile

Existentia

l

Existentia

l

Mary 8 3 9 1 7 6 6 5 5

TOTAL

NameName Lingu

istic

Lingu

istic

Logi

cal/

Logi

cal/

Mat

hem

atica

l

Mat

hem

atica

lSpa

tial/V

isual

Spatia

l/Visu

alBod

ily

Bodily

Kines

thet

ic

Kines

thet

icM

usica

l

Mus

ical

Inte

rper

sona

l

Inte

rper

sona

lIn

trape

rson

al

Intra

pers

onal

Naturalist

NaturalistMI Class ProfileMI Class Profile

Existentia

l

Existentia

l

With your tablemates, summarize your profile.

What teaching activities would engage you?

What if you were not offered these types of activities.


•Pictorial Checklists


Example Pictorial MIDirections: Use a blue crayon to mark your 1st choice. Use a red crayon to mark your 2nd choice.

At school, I like to study:

Letters and words Music and dance Space

Numbers and math With my friends Maps and graphs


•Pictorial Checklists

•Online Tools (e.g.

Surfaquarium)

•Observations

• Self Reports


How Do You Like To Learn?Directions: Put a check in front of the statements that describe you.

____1. I study best when it is quiet.

____2. I am able to ignore the noise of other people talking while I am working.

____3. I like to work at a table or desk.

____4. I like to work on the floor.

____5. I work hard for myself.

____6. I work hard for my parents or teacher.

____7. I will work on an assignment until it is completed no matter what.

____8. Sometimes I get frustrated with my work and do not finish it.

Developed by Denise Murphy and Beth Ann Potter

=

Diagnosing Student Learning Profile Questionnaire

How Do You Like To Learn?____9. When my teacher gives an assignment, I like to create my own

steps on how to complete it.

____10. When my teacher gives an assignment, I like to have exact step on how to complete it.

____11. I like to work by myself.

____12. I like to work in pairs or in a group.

____13. I like to have an unlimited amount of time to work on an assignment.

____14. I like to have a certain amount of time to work on an assignment.

____15. I like to learn by moving and doing.

____16. I like to learn while sitting at my desk.

Developed by Denise Murphy and Beth Ann Potter

Spends his/her free time outdoors

Name: ______________

Favorite outside activity?___________________

Find Someone WhoFind Someone Who Likes to Spend Time Alone

Name: _____________________

Why does he/she prefer this? ______________________

Loves to Read

Name: _______________

What is his/her favoritebook? __________________

Plays a Musical Instrument

Name: _______________

What does he/she play? _______________

______________________________

My Name

Loves Art Activities

Name: ________________

What is his/her favorite art activity? _____________________

Name: ________________

What sport is the favorite?

_______________

Plays most any sport, well!

Is great with numbers

Name:_____________

Why is he/she so good with numbers?____________

_________

Prefers to do everything with a friend/buddy

Favorite “buddy” ______________

Name:

__________________

Is very interested in all things spiritual.

Name __________________

What peaked your interest?

_______________________

• Find a partner with whom you have not worked.

• With your partner, discuss the pros and cons between the various strategies for determining students’ MI profiles. Conclusions? Recommendations?

• Share

With your same partner….

• Pull out the completed MI Class Profile.

66

LINE-UP1. Teacher presents topic (grade level assignment)

2.Each end of room should be designated (K-12)

3. Students (workshop participants) find where they fit and line-up.

4. Teacher (presenter) checks the line for accuracy and creates groups (grade similar partners).

2. Agree on a unit plan that will be the focus for this activity, and pick a recorder for the group who will record the team’s ideas on his/her grid. (You have a clean copy in the notebook, and it is available from our website.)

3. Using the Multiple Intelligences Matrix brainstorm activities to teach the unit. Do NOT try to analyze at this point in time. Recorder writes all ideas down the left hand corner.

4. Analyze the activities according to (a) the intelligence it primarily taps and (b) who is active - the teacher or the student. Place a check mark in the correct box on the grid.

5. Check to see if you have sampled the multiple intelligences. If not, brainstorm activities.

1. In your grade similar pairs….



3. Assess interests

In your table groups, generate at least 5 ways in which you have used information about

student interests to teach them.

Areas of Possible Interest

Fine Arts• Photography• Painting• Sculpture

Literature• Poetry• Prose• Fiction• Nonfictio

n

Sciences• Life• Physical

Music• Song• Dance• Compositio

n• Performanc

e

People• Heroes• Villains• Young

People

Technology

Social StudiesJournalism

Athletics

Mathematics History

Politics/ Government

Business

Theatre/ Film/TV

Travel/Culture

Sports/ Recreation

Crafts

Carol Ann Tomlinson, 2001

Oral• Speech• Seminar• Drama• Symposium

Artistic• Graphic• Painting• Photogra

phy• Illustratio

n

Carol Ann Tomlinson, 2001

Designed/Built

• Display• Model

Written• Creative• Exposito

ry Service in Communit

y

Abstract• Ideas• Plans• Theories

Areas of Interest Preferred Modes of Expression

Generic Ways to Identify Interests

Self ReportsInventories

Written or Oral Response Surveys

Inventory for Kindergarten Students Directions:

Teacher should read questions to the students, asking students individually, specifics to the questions being answered. (i.e. what is your favorite game to play inside, etc.).

1. What do you like about school? ___________________2. What games do you like to play inside? _______________3. What games do you like to play outside?______________ 4. What restaurants do you go to with your family? ________5. What do you like to read? _________________________6. Do you have a brother(s) or sister(s)? ________ How many brothers? _______ How many sisters? _______7. What do you like to sing? _______________________8. What music do you like to listen to? _______________

Interest Inventory for Middle and High School Students Directions: It has been so long since I have been in high school, it is hard for me to keep up with what is “in” today. This will help me learn what your likes and dislikes

are. Please take some time to complete. Thank you. 1. Are you male/female?_________2.How old are you?_____3.What is/are your favorite subject(s) in school?__________________________4.What is/are your least favorite subject(s) in school? ______________________5.What is your favorite food to eat?__________________________________6.What sports do you play in school? _______________________________ 7.If you like sports, what sport(s) is/are your favorite? ______________________8.Who is/are your favorite sports team(s)? _______________________________9.Who is/are your favorite athlete(s)? ___________________________________10.What do you like to do after school?__________________________________11.What do you like to do in the evenings? ________________________________12.What do you like to do on the weekends? ______________________________13.Do you like to read?________ What are some of your favorite books? ________14.What are some of your favorite T.V. shows? ____________________________15.What type of movies do you like?____________________________________16.What is/are your favorite movie(s)?____________________________________17. How often do you go to the movies?___________________________________

1. Fold your paper on the dotted line.2. Print your first name in the

rectangle/center box.3. At the top, above your name, print or draw

a picture of something you like to do to have fun.

4. On the bottom, under your name, print or draw a picture of something you know a lot about.

5. On the right side of your name, print or draw a picture of your favorite vacation place.

6. On the left side of your name, print or draw a picture of something you want to know more about.

Intrapersonal/Bodily-Kinesthetic

http://www.edprodevelopment.com/resources/presentations/differentiatedinstruction.htm

http://www.edprodevelopment.com/resources/presentations/differentiatedinstruction.htm


Self ReportsObservations

Checklists/ Anecdotal Notes


Self Reports

choices

Observations

A word to the wise: Presentation of number and type of choices should be based on experience in, age of, and competence of students in making choices.Examples:

• Written/Oral Response Questions•Weighted options (give 1 to option you least prefer, 5 to one you most prefer…)•Choice boards

Choice BoardsFavorite Sport

Baseball Football Swimming

Tennis Track Soccer

Golf Basketball Hockey

Choice BoardsArea of Interest

Sports Travel Sewing

History Art Photography

Reading Movies Debate


Self Reports

Likert Ratings

choices

Observations


Self Reports

Ask Others

choices

Observations

Likert Ratings

Ask Others

• If communication/communicative skills are challenged –

• Extremely shy

• Extremely withdrawn

• Non-verbal

• Selective mute

Ways to Identify Topic Specific Interests

choicesCooperative Learning Structures

As a team, generate at least three additional

strategies to determine your students’ general

interests

REMEMBER!REMEMBER!What we want students to

know, understand, and be able to do will remain constant for most students; however, the level, depth, or “degree” of

understanding will vary depending on each student’s

academic background knowledge, learning

preferences, and interests.


6. Assess to identify scaffolding strategies & accommodations



3. Assess interests

4. Assess affect

QuestionsQuestions

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Documents

Differentiated Formative Assessment to Improve Student Learning 1