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Differentiated Assessment An ongoing process through which teachers gather data before, during and after instruction from multiple sources to identify learners’ needs, and strengths. Carolyn Chapman and Rita King “Differentiated Assessment Strategies” (2005)
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Whatever It Takes Differentiated Assessment
Session 2
Facilitated by Dawn Holden
Shape of the Session
• Differentiated Assessment - a quick review
• Formative Assessment - Six Key Strategies
• A closer look at 2 strategies• Feedback• Peer and Self Assessment
• Action Plan
Differentiated Assessment
An ongoing process through which teachersgather data before, during and after instructionfrom multiple sources to identify learners’needs, and strengths.
Carolyn Chapman and Rita King“Differentiated Assessment Strategies” (2005)
Why do we differentiate assessment?“Students are differentiated in their knowledge and skills. They differ in the ways and speeds at which they process new learning and connect it to prior knowledge and understanding. They also differ in the ways they most effectively demonstrate their progress.”
- Chapman and King (pg xix Photo Albums Versus Snapshots)
Formative Assessment
• Uses insights about a learner’s current understanding to alter the course of instruction thus supporting the development of greater competence
• Must allow a student to take action to close the gap
Six Key Strategies of Formative Assessment Learning Intentions
Success CriteriaQuestioningFeedbackLearners as Resources for Each OtherLearners as Owners of Their Learning
- Black and Wiliam, 1998
And One Big Idea
Use evidence about a learner’s current
understanding to adapt instruction to
meet students’ needs
5-3-1 Feedback • Individually jot down 5 words that come to
your mind when you think about feedback• Share your words in a small group. From
all the words shared choose 3 as a group.• As a group, choose 1 word which best
captures your thinking about the topic. It may be one of the three words, or a word that subsumes the three.
• Write in defense of your choice.from DART strategy book
Effective FeedbackAim - enable the learner to make
adjustments and improvements towards understanding of the learning intentions
Key Features»Constructive»Timely»Causes thinking»Supportive of Learning»Focused»Specific to learning intention
Closing the Gap• Use a closing the gap prompt to
structure improvement points • A reminder prompt• A scaffolded prompt• An example prompt
Shirley Clarke, Unlocking Formative Assessment
Feedback Card Sort• With a partner sort the feedback
cards into categories
• Share your thinking
How do students interpret feedback?
• “A tick means he probably likes it”• “She wrote on it so it must be good”• “Good doesn’t help much- she’s just
saying that it’s not really very good. I’d like it if she just told the truth.”
• “It’s one of my best because my handwriting is joined up and neat.”
• “Smiley faces are for working hard, neat handwriting, spelling, the date right.”
A Few Suggestions for Written Feedback
• Readable• Understandable - from a student’s
perspective • Give time during your lesson for students
to read feedback and reflect on it• Give time for one focused improvement
to be made (5min)
• Avoid external rewards, which act
as a grade, demotivating the less able
• Inform parents of schools feedback policy
Strategies for your assessment toolkit
– Focused Assessing» Only assess a particular piece of work for
one aspect (such as meaning, style…)
– Re-timing assessment » (eg two-thirds-of-the-way-through-a-unit
test)
Self AssessmentKey Features
– Emphasis is on thinking and articulating not writing
– Questions are related to the learning intention, visually displayed, and modeled first by the teacher
– Articulation can be by brainstorm, in small groups or pairs
Shirley Clarke, Unlocking Formative Assessment
Thinking about what happens when we are learning
• What really made you think while you were learning (add learning intention)…?
• What helped you when something got tricky?
• What do you need more help with about learning to…?
• What are you most pleased with about learning to?
• What have you learnt that is new about..?
• How would you change this activity for another class who were learning to…?
Quality Self Evaluation
• Define clearly self-evaluation for children and remind them constantly of its’ purpose
• Plan for self evaluation less often but allow more time
• Introduce more paired/threes discussion of work around one of the questions
“ Through habits and skills of collaboration in peer assessment, students were helped to develop the objectivity required for effective self assessment which gave them both a concept of what quality meant in a specific context and also the motivation to seek improvement.”
» Black and Wiliam, Assessment for learning
Putting it into Practice
Grade 4 Math lesson» Learning Intention: I will understand and
be able to demonstrate how to use multiplication to solve problems
» Achievement Indicator: create and solve a multiplication problem, 2 or 3 digits by 1 digit
Learning ProcessPrior Instruction• Students developed understanding of
multiplication through manipulatives and arrays (building)
• Students looked at the language of multiplication (groups of) in "real life" situations ie. shelves of books, trays of cookies
• Story problem form was (situation, information, question)
• Criteria for story cards was developed with teacher
Student Instructions• Create a story problem that uses multiplication• Give your story a rating for the degree of
difficulty (1 to 4)• On the back of your card show your solution
using multiplication (make sure you have the correct answer)
• Include a picture or array that reflects the equation
• Include a sentence that answers your question
Procedure• Review and record students that meet criteria
(note: may not "correct" minor mistakes or calculations)
• Record students who need 1 to 1 additional help, not yet meeting (their cards are removed)
• Randomly hand out cards for students to "solve"• Students solve and check own work• While students are doing this, give feedback and
support to students not meeting criteria
Your Turn• Look over the cards • What do they tell you about the
students understanding of multiplication?
• Choose a couple of cards and think about what feedback you could give to further the student’s understanding.
How are some of the six key strategies incorporated into this activity
• Learners as resources for each other• Learners as owners of their own learning• Feedback that furthers student learning • Questioning?
• How does this activity meet the needs of Differentiated Assessment?
• What can you take away from this activity and apply to your own learning?
Assessment Learning Action Plan
Ground Rules:• Never try to change more than one or two things a month• Be specific about how you will build a new formative
assessment practice into your learning/teaching• Use one of the six key strategies• Make sure your action plan helps you learn about the thinking
of your learners in time to take quick teaching action• Identify something you will do less of (or stop doing)
• Describe one thing you think will be easy to change - and what difference you think it will make.
• Describe one thing you think will be slightly harder to change - you will need some support. Why would you like to make this change? What support will you need? Where can you get the help?
• Describe one or two things you would like to change later next school year. What support will you need? Where can you get it?
• What will you do less of or stop doing so that you get the space you need to try one of the changes you’ve identified?
Next SessionAssessment of Learning
• A closer look at aligning assessment and gradin