Differentiated Differentiated Instruction Instruction Helping Teachers with Assessment, Helping Teachers with Assessment, Evaluation & Reporting Evaluation & Reporting

Differentiated Instruction Helping Teachers with Assessment, Evaluation & Reporting

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Differentiated Differentiated InstructionInstruction

Differentiated Differentiated InstructionInstruction

Helping Teachers with Assessment, Helping Teachers with Assessment, Evaluation & ReportingEvaluation & Reporting

Setting the Stage for Learning

• Before Learning Activity– Each table has been given a specific

task related to assessment.– Instruction sheets have been

provided for each activity.– You are allowed to work with your

table partners or you may work alone.– This will be a timed activity.

Activities• Brainstorming A –


• Anticipation Guide

• Interview• Personal Survey

• Four Corners• KWLS• Human Graphing

A Quick ReviewA Quick ReviewA Quick ReviewA Quick Review

Definitions and PurposesDefinitions and Purposes

Defining Terms• Assessment

– Involves gathering data– It is NOT a synonym for test

• Evaluation– Judging the data

• Reporting– Communicating the data– Often done through report cards and


Types of Assessment• Pre-assessment (diagnostic)

– “Finding out”

• Formative (on-going)– Assessment for Learning– “Keeping track”

• Summative (final or end)– Assessment of Learning– “Making sure”

Planning for Planning for AssessmentAssessmentPlanning for Planning for AssessmentAssessment

Cleaning the Kitchen

• The task/activity …• The problem …• The solution …

7.1 Phys Ed Example• Outcome:

– Willingly engage in a variety of movement activities at a moderate to vigorous level of effort in a progression towards twelve consecutive minutes on a consistent basis.

How to Make Effective Assessments

• Pre-planning is crucial!• Build in the assessment while

planning lessons and units– To Think About:

• How can resource teachers support classroom teachers in this area?

• When can you meet to plan for differentiation?

Planning for Assessment

• Step 1 – Identify the Outcome

• Step 2 – Focus on the Assessment

• Step 3 – Identify Prior Knowledge

Step One: Identify the Outcome

• Taken directly from the curriculum • Outcomes

– What students are expected to know and be able to do.

• Clearly communicate the outcome to the students

Example of a Math 2 Outcome

N2.1 Demonstrate understanding of whole numbers to 100 (concretely, pictorially, physically, orally, in writing, and symbolically) by:

- representing (including place value)- describing- skip counting- differentiating between odd and even

numbers- estimating - comparing two numbers- ordering three or more numbers

Step Two: Focus on the Assessment• What will the purpose of the

assessment be?• What data or information are you

hoping to collect? What evidence do you need?

• What is the best way to collect that information?

• Demonstrate understanding of whole numbers to 100 – Concretely– Pictorially– Physically– Orally– In writing– Symbolically

Math 2 Outcome Example

• What will the purpose of the assessment be?– demonstrate pictorially– at end of the unit

• What evidence do you need?– All numbers from 1 –

100– All in order from 1 – 100

• What is the best way to collect that information?– Is there more than one

way I could collect this information?

Step Three: Identify Prior Knowledge

• The purpose of this step is to determine readiness for any outcome.– What skills and knowledge must the students

have before learning this outcome?

• Teachers should not assume that all students have the background knowledge but instead, should assess to determine readiness.

• A pre-assessment could be done to discover students’ prior knowledge.

Math 2 Outcome Example

• What skills and knowledge must the students have before learning this outcome?– Must be able to write

all numbers– Must understand

what is meant by order

• Demonstrate understanding of whole numbers to 100 – Concretely– Pictorially– Physically– Orally– In writing– Symbolically


““Finding Out”Finding Out”

Pre-Assessment – What and Why

• What?– Pre-assessment can be diagnostic or “discovery”


• Why?– To help determine:

• content, skills and strategies you need to teach• misconceptions about a topic or about themselves as

learners• how to group students for instruction• the kinds of activities that will support different


When Do We Pre-Assess?

• At the beginning of …– the school year (interests, readiness,

learning preferences)– a unit of study (readiness, knowledge

base)– a new topic (readiness, knowledge)– a lesson (readiness, skills, knowledge)

Pre-Assessing• 1 -- Learning Styles

– Multiple Intelligence Tests– Learning Preferences

• 2 -- Interests – Interest inventories – Questionnaires – Surveys

Pre-Assessing• 3 -- Readiness

– Does the student have the background knowledge and skills needed to be successful in learning the outcome?

• Readiness is not ability!

How to Pre-Assess• Daily Journals

– Daily Math, Daily Language, Science Starters …

• Before Activities – Anticipation Guides, Brainstorming …

• After Activities– Exit Slips …

Other Pre-Assessment Ideas

• KWLS• Brainstorming• Anticipation Guide• Questioning• Pre-tests• Self-Evaluation• Checklists• Observations

• Pre-assessment = Discovery

• What do you want to know about the student?

How Can I Support Teachers in Pre-Assessment?

• Work together to plan pre-assessment for a unit of study

• Co-teach in the classroom– Idea! Try rotating groups that you

work with to avoid the stigma that struggling students experience.

Formative Formative AssessmentAssessmentFormative Formative


““Keeping Track”Keeping Track”

Formative AssessmentWhat? Assessment for Learning

Why? The purpose is to “drive instruction” What areas did the student understand?What areas still need work?What areas do I still need to work on as a teacher?

When? On-going, daily

How? Formal or informal assessment

Who? By teacher, by peers or by self

Feedback• Feedback can take two forms: marks or

comments• Learning how to give proper feedback is

crucial!• Food for thought:

– If this is still part of the learning/practicing stage, is a mark a valid form of feedback?

– When is a comment more valuable for student learning?

Feedback Ideas• 2 stars and a wish• Marks on the

board, not on the sheet

• Checklist of comments

• Highlight rubric

• Adopt the role of coach, NOT the role of corrector, editor, judge

• Don’t correct! Don’t justify! Guide!

Formative Assessment Ideas

• Exit slips• Exit sticky notes• Rubrics• Signal Cards• Fist to Five• Questions• Conferencing

• Journal entries• Portfolio entries• Unit reviews• Homework

assignments• Student opinions

Exit Slips• Exit slips are

written student responses to questions you pose at the end of class– Ask an open ended

question or a specific question

How Can I Support Teachers in Formative Assessment?

• Work together to develop a plan to support the learners who are struggling with readiness – e.g. some students work in a group with support

rather than individually

• Work together to build in extra supports within the lesson – Provide additional oral instructions – Structure the page for the student (numbered boxes,

sticky notes, etc.)– Develop communication format to notify the teacher

when a student is experiencing difficulty with a topic/skill

Summative Summative AssessmentAssessmentSummative Summative AssessmentAssessment

““Making Sure”Making Sure”

Summative Assessment

• An assessment at the end of the learning activity

• Usually for a “grade” or report card mark

Forms of Summative Assessment

• Written• Oral/Spoken• Performance Tasks

• What is the best way for a student to show his or her understanding of the outcome?

“Fair isn’t always equal.” Rick Wormeli

Summative Assessment Ideas

• Tests• Performance tasks• Oral test• Conversations or

interviews• Product or exhibit• Demonstration• Portfolios

• What is the best way for a student to show his or her understanding of the outcome?

Differentiating for Learning Styles:

Summative Product IdeasAuditory Visual Tactile-Kinesthetic

classifying/graphing brochure activity plan

puzzles collage composing music

math journal design demonstration

essay diagram exhibit

finding patterns drawing game or game show

riddle flow chart "how-to" book

oral report graphic organizer manipulatives

game multi-media project mobile

survey illustrated manual model

teaching a lesson map rhythm or rhyme

written report picture dictionary scale drawing

How Can I Support Teachers in Summative Assessment?

• Work together to plan the summative assessment for a unit of study– Develop a different system of recording– Work together to develop an alternative

summative assessment• Work together to plan assessment rubrics

• Provide on-going support for learners who have not mastered the outcome– e.g. Tying My Shoes

Ways of RecordingOutcome Ex – Adding Fractions with Like Denominators

Date Pre-Assessment

Formative Practice 1

FormativePractice 2, 3, 4, etc.

Assessment Task

Sept. 12

Sept. 18

Sept. 22

Sept. 27

Sept. 29 2nd attempt ??

Rubric Resources• Shrock, Kathleen. (1995 - 2003) http://


• Teach-nology: – Rubrics Generator [April, 2003]

• WWW4Teachers. (2003) – Rubistar - PBL Rubric Creation Tool [April, 2003]

Closure• Follow Up from the Pre-

assessment Activity– Brainstorming A – Z, Anticipation

Guide, Interview, Personal Survey, Four Corners, KWLS, Human Graphing

• Action Plan– What now?

"If students can't learn the way we teach, we must teach the way

they learn."