Assessment of/for Learning Through Differentiation

Assessment of/for Learning Through Differentiation

First District RESA

July 2008

Our Legacy: Assessment for Student Motivation

• To get students to learn, you demand it

• Play on student anxiety

• Use assessments as intimidation

• Manipulate assessments as rewards and punishments

• Provide a rank order of students

• Promote competition

• Results

• Confidence

• Learn

• Responsibility

• Character

• Lifelong

• Success

• Grows

• How to succeed

• Internal

• Compliant

• Learner

Losers

• Result

• Confidence

• Learn

• Responsibility

• Character

• Lifelong

• Failure

• Wanes

• No hope

• External

• Rebellious

• Search for success

New Mission: Build Competency

• Honor reality that students learn at different rates

• Establish clear targets, worth achieving, and within reach

• Driving force of collaboration and success

• Number of students who can succeed is unlimited

Winners• Results

• Confidence

• Learn

• Responsibility

• Character

• Lifelong

• Credible success

• Confidence grows

• I can succeed

• Within me

• I am responsible

• Confident learner

Assessment for Motivation

• Clear, student friendly targets

• Accurate assessments

• Effective communication

Three Types of Needed Assessments

• Pre-assessments – Design this after summative assessment

• Formative – Identify these last

• Summative – Design this first

Choose a theme or context to focus a unit

Africa – Its Land and Its People

–What must students learn? (Knows )–How will students demonstrate they can use what they learned in a meaningful way? (Dos)

Be Selective!

• Choose standards that have the greatest impact on proficiency and growth at any given level

• “Unwrap” or “Unpack” those standards to build the unit plan and final assessment– Which of the elements are being introduced?– Which of the elements are recurring and may

need to be assessed to a proficient level?

Grade 7 Social Studies StandardsSS7H1: The student will identify important African empires.

a. Describe the development of African empires including Ghana, Mali, Songhai, and Ethiopia.

b. Explain the importance of cities such as Timbuktu as a center of learning, Djenne as one of the oldest cities in Africa, and Zanzibar as a center of commerce

c. Describe the significance of Sundiata, Mansa Musa, and Zara Yakob.

SS7G1: The student will be able to describe and locate the important physical and human characteristics of Africa.a. Describe and locate major physical features; include Sahara,

Savannah, Sahel, Topic Rain Forest, Congo River, Nile River, Zambezi River, Niger River, East African Mountains (Ethiopian Highlands), Drakensberg Mountains, Atlas Mountains, Kalahari Desert, Lake Tanganyika, and Lake Victoria.

b. Describe and locate the nations of South Africa, Zimbabwe, Tanzania, Rwanda, Mozambique, Democratic Republic of the Congo, Ghana, Mali, Mauritania, Sierra Leone, Sudan, Egypt, Ethiopia, Libya, Kenya, and Chad.

SS7G3: The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on African countries.

a. Describe the impact location has on countries such as Chad, Egypt, and South Africa, with regard to trade, migration, agriculture, and industry.

b. Explain the impact of physical features such as deserts, mountains, rivers, and proximity to the ocean have on countries such as Ethiopia, Sudan, and Morocco.

c. Explain the distribution of natural resources in Africa and how that has affected the development of countries such as Chad, Sudan, and South Africa.

d. Describe the effect the Sahara, Sahel, Savannah, and tropical rain forest have on where people live, the type of work they do, and transportation.

SS7G4: The student will describe the cultural characteristics of different people who live in Africa.

a. Describe the religions, customs, and traditions of the Arab, Ashanti, Bedouin, Khoikhoi and the San, Ibo, and Swahili ethnic groups.

d. Explain the major artistic and music forms of people in the region.

• Mark or star concepts on your overall list that must be reflected in the final assessment for the unit

• Remember that not all concepts are created equal














• Describe the religions, customs, and traditions of the Arab, Ashanti, Bedouin, Khoikhoi and the San, Ibo, and Swahili ethnic groups.


• Circle/ underline the verbs in the chosen standards and elements– Students must demonstrate the elements at

this level on the quizzes, chapter tests, performance tasks, academic prompts, and other assessments for this unit

– Students must demonstrate the standards at this level on the summative assessment














• Describe the religions, customs, and traditions of the Arab, Ashanti, Bedouin, Khoikhoi and the San, Ibo, and Swahili ethnic groups.


Cautions

• Scope-and-sequence approaches will not maximize student growth in a standards-based and data driven world

• Published materials are resources to use in a unit, but are not the unit

• A teacher who lists 15 elements/standards or a series of numbers/letters will not get the same results as those who are selective and focused

Segment the learning into key concepts and combinations of concepts that need to be taught by dividing a topic of study into logical portions of learning

“Chunking”

Chunk learning by critical thinking level and skill load.

• Historical development of African Empires• Importance/significance of their major cities• Major physical features of Africa• Description and location of nations in Africa• Impact of location, climate, physical

characteristics, natural resources, and population size on African countries

• Religions, customs, traditions, and major artistic and music forms of people in the region

Determine the optimal sequence of these concepts and layering of learning.

1. Major physical features of Africa

2. Historical development of African Empires

3. Importance/significance of their major cities

4. Description and location of nations in Africa

5. Impact of location, climate, physical characteristics, natural resources, and population size on African countries

6. Religions, customs, traditions, and major artistic and music forms of people in the region

• Performance and thinking can be verified through ongoing formative assessment.– formative assessment that tells us whether

the student has reached the desired level of critical thinking and use of the concept

– during and at the end of each chunk of learning in a unit

• Learning that may need to be differentiated does not occur quite as conveniently as daily lesson planning would lead us to believe. – Some chunks will take only one day– Most chunks of a unit will take multiple days

or even longer

• Unit Skills: How will students demonstrate they can use what they learned in a meaningful way?

• Skills are the demonstrations of student learning necessary to provide the rehearsal and learning for the final assessment.

• All of these skills will be needed for the final assessment in some form and to some degree.

What is Mastery?

Mastery is…

• more than knowing information, but manipulating and applying that information successfully in other situations.

• defined by the Center for Media Literacy in New Mexico, “If we are literate in our subject, we can access (understand and find meaning in), analyze, evaluate, and create the subject or medium.”




•Summative – Design this first

• It is imperative that teachers think in terms of the unit plan before developing any lessons or activities.

• The challenging and thought-provoking concepts help us create the final assessment at the standard level.

• Simpler concepts may help build understanding throughout the chunks of learning within a unit (the element level).

• More difficult concepts may provide the framework and categories for the simpler concepts. Key Concepts: What must students remember and be able to use, even after this unit?

Pulling it together to design summative

When we are thinking of the summative assessment, we should

be considering the transfer and personal meaning-making of the

information.

Summative only assesses transfer if…

• Student is drawing from a repertoire for a complex task

• Teacher gives minimal cues, prompts, graphic organizers

• Learner is mindful of a particular context – the setting, audience, purpose, etc.

Effective Summative Assessments

“The tests must involve situations new to the student…Ideally we are seeking a problem which will test the extent to which the individual has learned to apply an abstraction in a practical way.”

Bruner, Process of Education

How do plants thrive?Develop a brochure for the local nursery…

Measuring Skills

Scientific Method

Plant parts

STANDARD/BIG IDEA

ELEMENTS

Learning and Cognition

“Students develop flexible understanding of when, where, why, and how to use their knowledge to solve new problems if they learn how to extract underlying principles and themes from their learning exercises.”

Bransford

Unit Assessments: Authentic performance-based assessments are the best types for unit-level summative assessments.

• A well-written prompt and set of directions

• A rubric form and scoring

• Models or templates to assist the student in proficient performance

Warning

• It is not acceptable to modify and differentiate the standards unless the student has a special education or English as second language plan that legally allows us to differentiate and accommodate the standards for an individual learner.

• The rest of the class must be held accountable for the same standard, concepts, and demonstrations of final learning.

• How we get there, with what resources, at what rate, and with what guidance and tools is another matter.

Summative Assessments: Culminating Projects

• Complex challenges that mirror the issues and problems faced by adults

• Range in length from short-term tasks to long-term, multistaged projects

• Yield one or more tangible products• Yield one or more performances• The evaluative criteria and performance

standards are known in advance and guide student work

Critical Features of Culminating Projects

• At key junctures in a course or grade level• Demonstrate independent understanding

through explanation, application, interpretation, and self-knowledge

• Simulate real-world, adult tasks• Typically require extended time to complete• Require product and, usually presentation• Typically provide choice of products or

formats• May be individual or group effort

GRASPS• Goals from the real world• Roles that are authentic and based in reality• Audiences to whom students will present final

products and performances• Situations involving a real-world conflict to be

resolved, decision to be made, investigation to be completed, invention to be created, etc.

• Products and Performances which culminate from the study and provide appropriate evidence of understanding

• Standards for evaluating project-based products and performances

Culminating Project: 7th Grade Social Studies

Imagine that you are visiting Africa during the rise of such nations as South Africa, Zimbabwe, Tanzania, Rwanda, Mozambique, Democratic Republic of the Congo, Ghana, Mali, Mauritania, Sierra Leone, Sudan, Egypt, Ethiopia, Libya, Kenya, and Chad. You like it so much that you decide to start a business – an agency – to help nomadic tribes settle in an ideal area for the development of a promising nation. Since you brought your expert knowledge on Africa’s land and people with you, you feel that you can help your first clients, Nellie and Norman Nomad (and their very extended family), become a part of one of the newly established nations. You must convince them, in a proposal, why they will benefit from becoming a part of a prosperous nation as opposed to remaining nomadic.

Your Proposal (include the following things in your proposal)1. Name of the nation you select for them2. Characteristics (physical, economical, and cultural) that make this nation great3. Historical development of the nation, stemming from the roots of African empires4. Impact that physical features, location, and distribution of natural resources of

the nation may have on their daily lives in this area5. How they will be contributing, as a part of that nation, to later African history6. Other nearby important cities that would be attractive vacationing spots,

explaining their significance to AfricaWrite your proposal and also include some pictures or drawings that will help

convince the Nomads to settle in your chosen nation (and therefore pay you!). You will give a 2 minute presentation to the Nomads (aka teacher) in class.

Goal: The goal is to relate enough information about the physical features, cultural characteristics, historical development, and other nearby significant cities to convince the nomads to settle in the African nation of your choosing.

Role: Somewhat like a real-estate agent

Audience: Nomads (teacher)

Situation: You are visiting Africa when nations were developing, so you see opportunity to make money acting as an agent by promoting nations based on their growth, development, features, and impact that location and distribution of resources may have on the nation.

Product and Performance: Proposal (with pictures or drawings) pitching your chosen African nation and 2 minute presentation in class

Standards: Rubric for content and presentation

Components of an Effective Culminating Project

Goals from the real worldRoles that are authentic and based in realityAudiences to whom students will present final

products and performancesSituations involving a real-world conflict to be

resolved, decision to be made, investigation to be completed, invention to be created, etc.

Products and Performances culminate from the study and provide appropriate evidence of understanding

Standards for evaluating project-based products and performances

Analyzing GRASPS

– To what extent would the project provide meaningful assessment data about students’ level of understanding and independent application?

– Which, if any, of the GRASP elements might present challenges or problems?

2 Questions: A Practical Test of Your Ideas

• Could the performance be accomplished without in-depth understanding?

• Could the specific performance be poor, but the student still understand?

Analyzing the Summative Assessment

• Does your assessment match the mastery expectations?

• Is the key vocabulary represented within the assessment or are other terms being utilized in place of the vocabulary of the standards?

• Are there different ways that the student can show knowledge and understandings or is there a dominant form of questioning (true/false, matching, etc.)

Rubrics and Scoring GuidesStudents improve their achievement on performance tasks when they have a clear understanding of how they will be evaluated. The more they apply the criteria articulated in rubrics and scoring guides, the more likely they are to internalize them and apply them independently.

• On the rubric, remember to base the left-hand column on concepts, not directions for the unit assessment or parts of the assessments.

• It is possible to differentiate the assessment without differentiating the rubric. This will help teachers stay aligned to grade-level or course expectations.

Resources

• http://rubistar.4teachers.org/index.php

• http://landmark-project.com/rubricbuilder/index.php

http://rubistar.4teachers.org/index.php

http://landmark-project.com/rubricbuilder/index.php

http://landmark-project.com/rubricbuilder/index.php

Thinking Slide• To assess students’ ability to transfer what

they have learned to new tasks, the assessment must _______________

• To prepare students for assessments involving transfer, instruction should give them opportunities to _________________

Transfer

PerformanceTask

Valid

Authentic

Standards

Summative

Assessment





UKDsUnderstanding:• In order to determine what to teach we

consider both the state standards and the variance in achievement of our students

Know:• A variety of pre-assessments for

determining student readiness, interests, and learning profile

Do:• Create pre-assessments to ascertain

students’ needs and differences

Pre-test

Blood Pressure Check

Rapid pre-assessment

Fitness test when joining a gym

What is a pre-assessment?

• An up-front assessment given to the whole class

• Based on content – concepts and skills to be learned

• Used to determine students’ readiness to learn (what they understand, know and are able to do in a specific content or skill area), students’ interests, and students’ learning styles

Pre-assessments Are Not Appropriate When…

• We already know they have no information

• We already know they have a lot of information and activating prior knowledge is sufficient

• The knowledge is too specific

• Skills do not develop in a linear fashion such as in reading and writing

Pre-assessment

Readiness

Interests

Learning Profile

Examples of Pre-assessments for Readiness

Pre-assessing the Gap

• Remember to focus your gap analysis on concepts, thinking skills, and the type of demonstration of learning students will need to be successful on the final assessment.

• You can use your analysis of this data to create differentiation opportunities in grouping, teaching methods, and learning methods.

2 Questions to Consider when Pre-assessing

• Part One: What do we already know about our students?

• Part Two: What do we need to know to get students to grow from where they are to the final assessment?

Example and Practice

• Part One: What do we already know about our social studies students?– I have information from a previous pre-assessment

which includes initial ability of reading maps, identifying continents, and labeling physical features of an area such as mountains, deserts, and rivers. I also know students can look up information based on an earlier internet search activity.

• Part Two: What do we need to know to get students to grow from where they are to the final assessment? – I need to know what informal understanding they have

about how physical features, climate, etc. impact daily living. I also need to know their familiarity with Africa: its physical features, countries and nations, history, and cultures.

Choose the Pre-Assessment Format

• Five minute write:

1. What would life be like if you lived in the mountains?

2. What would life be like if you lived near the water?

3. What would life be like if you lived in the desert?

• Look at the topographical map on page 89 of your text book. What do you think life would be like in Chad? In Egypt? In Morocco? In Ethiopia?

• For a possible homework assignment, students will complete a K-W-L chart on African culture

Your Turn…

• Create a pre-assessment

What are the Gaps?

• What do students know based on the pre-assessment data?

• What can students do based on the pre-assessment data?

• What else do students need to know and be able to do (based on the elements) to meet proficiency for each “chunk”?

Pre-assessment Analysis

Standards-Based Content:

Pre-assessment method or tool:

B

A

High Degree Approaching Beginning

Filling in the Gap: Filling in the Gap: Filling in the Gap:

Concepts or skills in place:



Standards-Based Content:. The student will be able to describe and locate the important physical and human characteristics of Africa. The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on African countries. The student will describe the cultural characteristics of different people who live in Africa.

Pre-assessment method or tool: KWL chart, map activity, quick write

How physical and humancharacteristics impact country (in more ways than just climate)

B

A


Locates and describes major physical features in Africa

Some cultural characteristics of Africa

Can infer what life would be like as far as climate and travel

Some cultural knowledge

Locates some physical features with reference to resources

cause and effect of characteristics of Africa

more exposure to African culture

Describes physical features in greater detail

Basic map skills and recognizes African continent

Needs exposure to African culture

Cause and effect

characteristics of Africa

Describing physical and human characteristics of Africa

How Do We Differentiate?

Pre-assessment information helps teachers to respond to students’ needs and to match students’ traits to specific, most effective means of differentiation:

Content

Process

Product

Learning Environment

Examples of Differentiating by Content

• using reading materials at varying readability levels

• using spelling or vocabulary lists at readiness levels of students

• meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners

(Tomlinson, C.A., Differentiation of Instruction in the Elementary Grades, August 2000)

Examples of Differentiating Process• using tiered activities through which all learners work with the same

important understandings and skills, but proceed with different levels of support, challenge, or complexity

• providing interest centers that encourage students to explore subsets of the class topic of particular interest to them

• developing personal agendas (task lists written by the teacher and containing both in common work for the whole class and work that addresses individual needs of learners)

• to be completed either during specified agenda time or as students complete other work early

• offering manipulatives or other hands-on supports for students who need them

• varying the length of time a student may take to complete a task in order to provide

• additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth

(Tomlinson, C.A., Differentiation of Instruction in the Elementary Grades,

August 2000)

Examples of Differentiating by Product

• giving students options of how to express required learning in their preferred learning style (e.g. create a puppet show, write a letter, develop a mural with labels, etc.)

• using rubrics that match and extend students' varied skill levels

• allowing students to work alone or in small groups on their products

• encouraging students to create their own product assignments as long as the assignments contain required elements


Examples of Differentiating Learning Environment

• making sure there are places in the room to work quietly and without distraction as well as places that invite student collaboration

• providing materials that reflect a variety of cultures and home settings

• setting out clear guidelines for independent work that matches individual results

• developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately

• helping students understand that some learners need to move around to learn, while others do better sitting quietly


The Elements Of Differentiated Instruction

Instruction is differentiated by:• Content – what will be taught• Process – how students will practice it• Product – how they will demonstrate that they

have learned• Learning Environment – how the look and feel

of the classroom supports student learning……..according to diagnoses of students’• Readiness – what they understand, know and

are able to do• Interests – passions, hobbies• Learning Profiles – intelligence preferences,

gender, culture, environment, thinking styles

Acquire Information

• Read the relevant textbook chapter on the relation between geography and population settlement.

• Quiz on possible elements of chapter.

Differentiated Literacy Strategies

• Guided Reading

• Before/During/After Strategies

• Graphic Organizer

• Planning

What Differentiated Instruction Is.....

• Responsive, proactive teaching

• Qualitative rather than quantitative

• Rooted in assessment

• Fair

What is Fair?

“Only when students work at appropriate challenge levels do they

develop the essential habits of persistence, curiosity, and willingness

to take intellectual risks.”

“Come to the edge,” he said.“We are afraid,” they said.“Come to the edge,” he said.THEY DID.And he pushed them,And they flew.

-- Apollinaire

TEACHING WITH STUDENT VARIANCE IN MIND

FRUSTRATION

READINESS LEVEL

TA

SK

D

IFFIC

ULTY

Zone of P

roxim

al

Developm

ent

BOREDOM

T

I

E

R

I

N

G

Tiering - “The meat and potatoes of differentiated instruction” -Tomlinson

• Addresses a particular standard, key concept, and generalization

• Allows several pathways for students to

arrive at an understanding of these components

• Can be tiered according to students’ readiness, interests, and learning profiles

Tiering by Readiness Level

• Implies that the teacher has a good understanding of the students’ levels of understanding with respect to the lesson

• Has designed the tiers to meet those needs

• Three tiers: below grade level, at grade level, and above grade level

Grouping for Tiered Instruction

• Students work in teacher-assigned groups

• Group students by their current level of understanding for the topic of study

• Number of groups per tier can vary

• Number of students per tier can vary

• Groups need not be of equal size

Let’s Begin Tiering

• Identify the standard that you are targeting

• Common mistake: develop three great activities and then try to force them into a tiered lesson

Identify the Standard


5 Steps to Tiering

Ensure that group membership is

flexible.

Why use flexible groups?

• Change as needed• Increases participation and engagement• Improves achievement• Ensures all students learn to work

independently, cooperatively and collaboratively in a variety of settings and with a variety of peers

• Provides for individual differences• Increases the probability of student success

by matching achievement levels and needs more of the time

What does my pre-assessment tell me?

Standards-Based Content:. The student will be able to describe and locate the important physical and human characteristics of Africa. The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on African countries. The student will describe the cultural characteristics of different people who live in Africa.

Pre-assessment method or tool: KWL chart, map activity, quick write

How physical and humancharacteristics impact country (in more ways than just climate)

B

A


Locates and describes major physical features in Africa

Some cultural characteristics of Africa

Can infer what life would be like as far as climate and travel

Some cultural knowledge

Locates some physical features with reference to resources

cause and effect of characteristics of Africa

more exposure to African culture

Describes physical features in greater detail

Basic map skills and recognizes African continent

Needs exposure to African culture

Cause and effect

characteristics of Africa

Describing physical and human characteristics of Africa

When Planning…

• Remember TAPS

–“T” otal group

–“A” lone

–“P” airs

–“S” mall groups

Create on-level task first then adjust up and down.

Create the On-grade Level Task

• Make sure the task “gets at” students learning the concepts in the selected standard

• Is higher order thinking present in the task?

• Is teacher support present in the task?

On-Grade Level Task

• The teacher will model the use of the semantic analysis graphic organizer on which only the key characteristics and countries are listed. Students will then complete the graphic organizer and make inferences as to the effects those characteristics have on the development of the given countries. The students will write a summary based on their graphic organizers and inferences.

Recognize that complexity is relative.

Task Analysis

• Assess whether students have the background necessary to be successful in the lesson.

• Ask, “What must the student have already learned?”

• Ask, “Are there other skills that must be taught first?”

Prerequisite Knowledge and Skills

• Making inferences • Summary writing

• Countries and their locations

• Countries and their physical characteristics

Plan the number of levels most appropriate for instruction.

Standard

Scaffold the Task

• Assist students in identifying countries and their locations

• Assist students in describing countries• Assist students in organizing

information• Lead students in drawing conclusions

and making inferences

Create “Ramp-Up” Task

• Using a map, the teacher will identify several physical characteristics of Africa for several key countries. The teacher will model with a graphic organizer with labeled characteristics and countries. After modeling, the teacher will ask the students to complete the graphic organizer, describing the physical and human characteristics of Africa while referencing the topographical map and the textbook. In the small group, the teacher will lead the students in a discussion in which they will make inferences as to the effects those characteristics have on the development of the countries. The students will then write a summary, describing the physical and human characteristics of Africa.

Create “Enriched” Task

• The teacher will introduce, model, and conduct guided practice on the use of the “Compare to Conclude” graphic organizer. The students will then complete the organizer, summarizing the characteristics and how they relate to each of their two chosen countries. The students will then draw conclusions as to the effects those characteristics have on each of the two countries individually, and draw a comparison between the two countries for that defined characteristic. The students will then write an analysis, comparing the impact that the physical and human characteristics had on the development of the two chosen countries

Promote high level thinking in each tier.

Provide teacher support

at every tier.

What Can Be Tiered?•Assignments

•Activities

•homework

•Centers

•Materials

•Experiments

•Assessments

•Writing Prompts

When Tiering…

ADJUST

•Materials

•Form of Expression

•Level of Complexity

•Time

•Level of dependence

•Amount of Structure

•Number of Steps

The Equalizer

Concrete to abstractSimple to complexBasic to transformationalFewer facets to multi-facetsSmaller leaps to greater leapsMore structured to more openLess independence to greater independenceSlow to faster Tomlinson,1995

Don’t Forget!

• Teacher support should be present at all levels

• Higher order thinking skills and a challenge should be present at all levels

• All students are working towards the same standards

• Incorporate “whole group” time so that all students can discuss shared learning

Differentiating by Readiness – Video Questions

• What was the first thing the teacher considered in designing the lessons?

• How were groups established?

• How was the lesson differentiated according to readiness – what three-step process was used?

• What on-going assessment strategies were used?

• How did the teacher reactively adjust the lesson?

Tiered Examples

• In grade span groups, examine several tiered examples.

• What are the common learning goals?

• What is tiered and why?

• Where is the teacher support?

• What ideas from this differentiated task can I incorporate in my classroom?

Steps for Differentiating by Readiness

Steps for Differentiating by Readiness

1. Select UKDs2. Use pre-assessments3. Select grouping strategy4. Create an activity5. Vary, extend, and/or accommodate to match

students’ readiness6. Adjust management structures-whole group

introduction to the 3 levels

Criteria for Tiered Assignments

____ 1. A pre-assessment was used to determine grouping.____ 2. The groups are based on readiness for this task____ 3. Each of the tasks is respectful, engaging, and challenging____ 4. The tasks can be identified for a learner with above-level skills, on-level skills, and below level skills____ 5. Each of the tasks has the same concept or skill____ 6. Support structures are evident in the tasks____ 7. Understandings, Knows, and Dos are evident in the tasks____ 8. Clear directions are provided for each of the tasks____ 9. The tiered tasks lend themselves to additional and varied grouping strategies such as whole group, small group,

and individual time to extend the learning or to provide the next step in instruction____ 10. Varied materials/texts were considered for the tasks

“How will learning be assessed in the lesson?”





Assessments

• Formative assessments (quiz, prompts, reflections, learning logs, observations, writing assignments, etc.)

• Summative assessments

• A combination of the two methods

“Too often, educational tests, grades, and report cards are

treated by teachers as autopsies when they should be

viewed as physicals.”

Doug Reeves – Center for Performance Assessment

Transition Points: When do I make use of formative assessment?

Transition points in learning are the points at which the skill load significantly increases

and the critical thinking deepens or expands (Kuzmich, 1998). Standards-

based curricula are hierarchical. Concepts appear again and again in deeper and

more complex forms as students journey through school.

What is the difference in formative and summative assessment?

Formative assessment is:

• Assessment FOR Learning

Summative assessment is:

• Assessment OF Learning

Assessments reflect long term

goals

Quizzes reflect short term

goals

Assessment For Learning Defined

• Typically is formative (before or during the learning)

• Includes descriptive feedback, peer assessment, self-assessment, etc.

• Is used for the purpose of helping the learner learn

• Makes learning more possible.» SOURCE: Leadership for Learning, 2005.

Assessment Of Learning

Defined

• Typically is summative (after the learning)

• Looks at learning to decide how much has been learned and report out on it.

» SOURCE: Leadership for Learning, 2005.

Comparing Assessment FOR and Assessment OF Learning

Based upon the work of Anne Davies, Making Classroom Assessment Work, 2000.

Assessment OF Learning (Summative)

• Checks what has been learned to date

• Is designed for those not directly involved in daily learning and teaching

• Is presented in a formal report

• Usually gathers information into easily digestible numbers, scores, and grades

• Frequently used to compare one student’s learning with other students or with the “standard” for a grade level

• Does not need to involve the student

Assessment FOR Learning (Formative)

• Checks learning to decide what to do next

• Is designed to assist teachers and students

• Is used in conversation about learning

• Is specific and uses descriptive feedback in words (instead of numbers, scores, and grades)

• Is usually focused on improvement, compared with the student’s “previous best,” and progress toward a standard

• Needs to involve the student—the person most able to improve the learning

• 3-2-1• Entrance cards/exit cards• Academic Prompts• Quiz• Reader response journals• Observation logs/Learning Logs• Stem-starters…• Essays• Reflection Cards/Muddiest Point Cards

Examples of Formative Assessment

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Student’s Role Based on the work of Stiggins and Davies

Assessment FOR Learning

• Self-assess and monitor progress

• Act on classroom assessment results to be able to do better the next time

Assessment OF Learning

• Study to meet standards

• Take the test• Strive for the highest

possible score• Avoid failure

ANCHOR ACTIVITIES

RAPID ROBIN

The “Dreaded Early Finisher”

“I’m not finished” Freddie

“It takes him an hour-and–a half to watch ’60 Minutes’”

In a differentiated classroom......

“ In this class we are never finished---

Learning is a process that never ends.”

What is an Anchor Activity?

Anchor activities are ongoing assignments that students can work on independently throughout a unit, a grading period or longer.

An Anchor Activity is.......MFI

Meaningful and engaging to the student

Focused on the curriculum

Independent - students can do with minimum teacher support

Using Anchor Activities

Half the class workson anchor activity.

Other half works ona different activity.

1/3 works onanchor activity.1/3 works on a

different activity.1/3 works withteacher---direct

instruction.

Teach the whole class to work independently andquietly on the anchor activity.

Anchor Must-Dos!

• Centered around unit of study

• Meet M.F.I. principles

• Planned in advance

• Materials available

• Management of anchor activities (learning centers, designated space, etc.)

• Grading/credit considered

Think Dots

An Instructional Strategy for Differentiation by

Readiness, Interest or Learning Style

Kay Brimijoin, 1999

Think DOTS Activities for Science LessonConcept: STRUCTURE

Think DOTS Activities for Science LessonConcept: STRUCTURE

Share two ways that scientists study atoms. Suggest any new

ways you might think of.

What is the correct symbol for the element helium? Research the

history of this element and create a timeline showing what elements were discovered just before and

after helium.

How are physical and chemical properties different? Why?

Name three types of physical changes. Create a list with at

least two examples of each that are different from the examples in

the book.

What does the periodic table tell us about calcium? How can this help us in our everyday lives?

Which is higher, an element’s atomic number or its mass

number? Why?

Science Lesson: Concept: STRUCTUREScience Lesson: Concept: STRUCTURE

Why do you think scientists used the term “cloud” to describe the

position of electrons in an atom?

How do the atomic numbers in the periodic table change from the top to the bottom? From left

to right across the table?

Suppose you were given some sugar cubes, a grinder, some water, a pan, and a hot plate. What physical and chemical

changes could you make in the sugar?

Predict as many properties for potassium as you can. To make

your predictions, look at the information in the box for this

element and consider its location on the periodic table.

There are 3 jars in the front of the room. Each has a substance with a strong odor. One is a solid, one

is a liquid and one is a gas. Which odor would students in the

back of the room smell first? Why?

Carbon is atomic number 6. How are 2 carbon atoms with mass

numbers of 12 and 14 different? Why are these atoms called

isotopes?

Prejudice

Is it possible to grow to adulthood without harboring some

prejudice? Why or why not?

“Scapegoating”

What is “scapegoating”?

Explore the word’s etymology and

hypothesize about its present day meaning. How was your group

“scapegoated”?

Articles

Read the article. What is genocide? Did the

people in your article face genocide? Why?

Photography

Look at the clothing, hair, setting, body language,

and objects to help determine social,

economic, country of origin and so on. Can you see the emotions in the people? How? Do you think they are related?

Genetics

Do genetics cause brown hair? How? List

one way genetics affects your group (in

your opinion). If genetics don’t affect

your group explain why.

Stereotypes

Identify stereotypes your group faced. Pick a

clique in the school and discuss the traits of that

group. Are they stereotyped?

“Generic” Think DOTS for High School Literature –

Concept: Prejudice

Photography

Compare two photographs taken of similar events. What are the

similarities and differences? What might be the significance of these

similarities and differences

Prejudice

Is it possible to grow to adulthood without harboring some prejudice?

Why or why not?

Genetics

Did genetics have an impact on the Aryan race? Why? Does it in the group you are studying? Why?

“Scapegoating”

Identify and discuss the “scapegoating” that took place in

your group. Compare the “scapegoating” of your group to that

of a present day group.

Stereotypes

Name a group you stereotype and discuss those traits that you stereotype. What were the

stereotypes your group had?

Articles

Read the article. If you were the person behind the persecution and were asked why you did what you

did, what would you say?

“Generic” Think DOTS for High School Literature –

Concept: Prejudice

Build a model of the solar system and label its parts. Show why it

is a system.

Create a mobile to show the 4 major

phases of the moon. Be sure to put them in the order in which they

occur.

Use words, pictures, and color to complete attribute webs for the Sun, the Moon, and the Earth. List the similarities and differences you find.

Illustrate the key vocabulary for our space study. Write

the word under each picture. Be sure to check your spelling.

Plan a skit that will show you understand the characteristics of the four seasons and when they happen. Be ready to answer questions from the audience.

You are an astronomer and have discovered another planet in our solar system. Describe the planet's location and attributes. Draw a picture and name your planet.

Space Dots

Draw and label a map of our solar system to

scale. Describe why it is considered to be a

system.

Demonstrate that you know all the phases

of the moon and why they occur.

You are from another galaxy and are going to explore the solar system's Sun, Earth, and Moon. What will you

take with you? What will you find there? What useful information will you take

back to your galaxy? Share your findings with the earthlings in our class.

Create an illustrated glossary for a book

about how the objects in our solar system move in space and are related to

one another. Use the Key Vocabulary from our space study. Be sure to

check your spelling.

Prove why we have seasons. Create a

way to show us what would happen

without the rotation and revolution of the

Earth.

You are an astronomer and have discovered another space system. Find a way to tell us all about it.

Develop a way to categorize the planets

in our solar system and their relationship to the sun. Why is it considered to be a

system?

Demonstrate that you know all the

phases of the moon and why

they occur. How does the Earth's

moon compare to the moons of other

planets?

You are an intergalactic travel agent. Create a travel brochure for our

solar system's Sun, Moon, and Earth. Be

sure to include all important information

about these destinations.

If you were going to teach a unit on space, what key vocabulary would you want your

students to understand? List the

words, their meanings, and how you would

teach each one.

Compare and contrast the movement in

space that causes day and night to

the movement that creates the seasons.

If you were an astronomer, predict what your job wouldbe like during the next 10 years. What might you discover? Figure 2

Make a set of cards with numerals zero to ten. Make a set of cards with dot pictures to show zero-ten. Play Match Game with a buddy.

Using Unifix cubes, make trains to represent numbers 0-10. Make a numeral card to go with each train.

Look in the newspaper. Find words with up to ten letters. Cut out the words and write the number of letters in each word.

Using Wikki Stix or pipe cleaners form the numerals 0-10. Match numerals with correct number of pennies.

Make a diagram/web/Frayer model for a number word. Show number of dots, tally marks, the numeral, and identify if the number is odd or even.

Using cereal, paperclips, or straw pieces make a necklace using thirty objects.

Anchors Away!

Management Strategies

• Barnyard Cliques (Grouping Strategy)

• Carousel Brainstorming (5 minutes per poster)

• Gallery Walk

• Summary

Winners• Results

• Confidence

• Learn

• Responsibility

• Character

• Lifelong

• Credible success

• Confidence grows

• I can succeed

• Within me

• I am responsible

• Confident learner

• What’s one thing you changed in the last two weeks in your instruction because of something you observed while assessing students?

OR

• What did you learn about a student today and what did you do with that knowledge?

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Questions to guide in Assessment Analysis• How well did the assessment and any

accompanying rubric or other scoring guide work? How would you revise them?

• What are the most common errors and misunderstandings shown on the student performance grid? Of these, which ones are the most important to focus on and why?

• Which students have not reached the proficiency level and why? What assistance will you (and the school) provide for these students?

• How did each individual student do on this task in comparison to the earlier assessment?

• How well did the whole class do on this task in comparison to the earlier assessment?

District Policy: “Structure for Mastery Learning”

Multiple assessment opportunities (Max. of 3) coupled with re-teaching shall be made available to all students; the student’s first grade will be averaged with the highest reassessment.

Ticket out the DoorTicket out the Door

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Assessment of/for Learning Through Differentiation

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