Unit 4: Connecting Assessment with Instruction
Unit Objectives
• To explore how assessment and instruction can work in unison
• To understand the zone of proximal development
• To understand the need for plentiful assessment data
The Big Ideas of Classroom Assessment
4. Assessment and instruction are inseparable because effective assessment informs learning.
The Zone of Proximal Development(((Lev Vygotsky)
• What do students currently know and what can students currently do?
• Where do I want them to get to?• How big is the gap?• How do I ensure the gap is just right to
challenge students in a way that maximizes learning?
Classroom Example: Engaging Students in their
Zones of Proximal Development
Susan Adamo: Diagnostic Assessment
Albert Boutin: Diagnostic Assessment
1. Identify learning goal
2. Activate prior knowledge/experience – hook, engage, personal experience
3. Diagnostic assessment of prior knowledge
4. Present new learning – teacher, small groups, etc
5. Check for understanding – orally
6. Practice new learning/scaffold new learning
7. Self/peer assess practice work
8. Review and consolidate learning – tie back to learning goal
9. Apply new learning to new context (Differentiated)
10. Assess learning
Differentiated
A Model Lesson
Differentiating Assessment
• Content standards: learning outcomes
• Performance standards: rubrics/checklists
• Student products & performances
• Assessment conditions
• Must be within student’s “ZPD”
• Keep consistent for all students
• May be adapted to be within student’s “ZPD”
Classroom Example: Summative Assessment (RAFT)
Differentiating Assessment
• Content standards: learning outcomes
• Performance standards: rubrics/checklists
• Student products & performances
• Assessment conditions
• Must be within student’s “ZPD”
• Keep consistent for all students
• May be adapted to be within student’s “ZPD”
At-Grade-Level Text: Grade 5
PM Benchmarks, Nelson Education
Below-Grade-Level Text: Grade 2
PM Benchmarks, Nelson Education
At-Grade-Level Text: Grade 5
PM Benchmarks, Nelson Education
Reporting to Parents
• Grade level at which student is working
• Achievement level at which student is performing
• Degree of support provided
• Learning outcomes(incl. IEP ref. if applicable)
• Rubric levels
• Anecdotal comments
Assigning Levels to Young Children
Rob Reimer: Differentiated Instruction