Integrating Differentiated Instruction and Understanding by Design October, 2015 Anna Rendon Concordia University Texas Integrating Differentiated Instruction and Understanding by Design Chapter 5: Considering Evidence of Learning in Diverse Classrooms

Overview Big Idea Essential Questions Evidence of Learning in Diverse Classrooms Essential Questions What should count as evidence of learning? Of understanding? How might we differentiate without sacrificing validity and reliability? How can we maintain standards without standardization? How can assessment promote learning, not simply measure it?

Principles of Effective Assessment Three Assessment Principles: Results: Consider Photo Albums vs. Snapshots Match the Measures with the Goals Form Follows Function Multiple assessments increase opportunity for students to work to their strengths and likely to lead to their success Must show understanding of essential big ideas (does not vary) through measures with various “degrees of difficulty” Examination of ongoing assessment data is a means of adapting “up- front” teaching plans that address particular learner needs Assessment helps us make inferences about what students know,, understand, and can do based on the information obtained, but to which extent do they permit valid and reliable inferences? 1. Reliable assessment demands multiple sources of evidence. (Photo album analogy) Standardized testing=snapshot that judges schools, teachers, districts WE CAN INFLUENCE OUR CLASSROOMS THROUGH PHOTO ALBUM ASSESSMENT! 2. What are the educational goals? According to Marzano, 1992 (1) declarative knowledge: what students should know and understand (2) procedural knowledge: what students should be able to do (3)dispositions: what attitudes or habits of mind students should display (Sometimes teachers go with what is easier to give and grade.) Key question is…do student’s understand? This is revealed through 6 facets that focuses on explain and apply. *students must show understanding of essential big ideas (does not vary), but “degree of difficulty” of the assessment task (can vary) will appropriately address variety in learner readiness.

ASSESSMENT PHOTO ALBUM Evidence source 1 Evidence source 2 Content Standard Evidence source 3 Evidence source 4 VARIETY OF CLASSROOM ASSESSMENT: Stage 2 (evidence of learning) from Stage 1 (desired results) Selected-response format (multiple-choice, true/false), quizzes, tests Written or oral response to academic prompts (short-answer format) Performance assessment tasks yielding extended written products (essay, lab reports) visual products (ppt., murals) oral performances (oral reports, dialogue) demonstrations (skill performance ex.PE) long term “authentic” projects portfolios (systematic collections of student work over time) reflective journals or learning logs informal, ongoing observations of students (teacher note taking, probing questions, exit cards, quick writes) formal observations of students using observable indicators criterion list student self-assessments peer reviews and peer response groups Everything taught does not require multiple assessments, BUT more than one single evidence is needed for essential, enduring goals. Students should be given the opportunity to demonstrate knowledge, understanding, and skills in different formats. ASSESSMENT PHOTO ALBUM Integrating Differentiated Instruction and Understanding by Design (pg.63) by Carol Ann Tomlinson and Jay McTighe

Evidence of Learning—when student’s truly understand… The Six Facets of Understanding EXPLAIN via generalizations, principles, insightful connections, etc. INTERPRET through meaningful stories, ideas, anecdotes, images, models, etc. APPLY and adapt using diverse and real contexts (how and why/”do” subject Have PERSPECTIVE by seeing and hearing p.o.v. through critical eyes/ears; see big picture Display EMPATHY through validating other people’s opinion Have SELF-KNOWLEDGE via metacognitive awareness; know self’s limitations and experience AUTHENTIC “PERFORMANCE OF UNDERSTANDING: GRASP Frame A real-world goal A meaningful role for the student Authentic (or simulated) real- world audience(s) A contextualized situation that involves real-world application student-generated culminating products and performances consensus-driven performance standards (criteria) for judging success

Form Follows Function: Key Questions What are we assessing? Why are we assessing? For whom are the results intended? How will the results be used? Assessments Diagnostic Formative Summative Purpose of Assessments is crucial to learning. Diagnostic: pre-assessments, check prior-knowledge, skill levels, identify misconceptions, learning style preferences, assist teacher in planning for a differentiated classroom. Examples: skill checks, knowledge surveys, nongraded pre-test, interest surveys Formative: include formal and informal methods; concurrent with instruction; provide information to guide teaching and learning for improving achievement. Examples: ungraded quizzes, oral questioning, observations, draft work, think-aloud, student-constructed concept maps, dress rehearsals, peer response groups, portfolio reviews, exit slips, thumbs up/down, etc. Summative: evaluative in nature and used to summarize what has been learned. Results are often reported as a major grade. Examples: tests, performance tasks, final exams, culminating projects, work portfolios. TEACHERS SHOULD NOT WAIT UNTIL THE END OF TEACHING TO FIND OUT HOW WELL STUDENTS HAVE LEARNED BECAUSE BY THEN IT’S SIMPLY TOO LATE!

Responsive Assessment to Promote Learning in Diverse Classrooms Assess before teaching: A teacher who intends to support success for each learner needs a sense of the learner’s starting point as a unit begins, and helps to create appropriate groupings. “Teaching in the dark is questionable practice.” (Taba & Elkins, 1966) Formats: 3-2-1 cards, Frayer diagrams, quizzes, journal entries, checklists, concept maps, surveys, etc. Offer appropriate choices: students excel in different ways at showing what they can do. A one size fits all assessment benefits some but penalizes others. Students should work to their strengths, but always collect needed evidence based on goals. Format: tic-tac-toe (product choices with same end in mind) Pg.73-74 Must have common set of evaluative criteria –assessment evidence is determined by set goal (standard to master). RUBRICS are essential!! Teachers must validate reliability of assessment. Options provided must be worth time and energy. Provide feedback early and often: Must be (1) timely (2) specific (3) understandable to the receiver (4) allow adjustment. Use kid-friendly language *documents the reasoning process *shows step-by-step work so other’s can see what your thinking Provide plenty of examples and modeling. See steps of improvement! Provide opportunities to ACT on the feedback. Encourage self-assessment: Metacognitive skills can be taught. Opportunities for learners to self-assess and reflect often report a change in culture of classroom.pg.80-81

by Grant Wiggins and Jay McTighe Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units by Grant Wiggins and Jay McTighe Stage 3: not seen here are the learning activities through out lesson

Conclusion Effective assessments are not only indicators of student understanding but serve as data sources enabling teachers to shape their practice in ways that maximize the growth of the varied learners they teach. Effective assessments are not only indicators of student success with content goals but a dynamic part of the instructional process. Effective assessments not only measure students but assists in becoming evaluators of their own learning.

Resources Tomlinson, C. & McTighe, J.(2006). Considering evidence of learning in diverse classrooms. Integrating differentiated instruction and understanding by design (pp. 59 -82). Virginia: Association for Supervision and Curriculum Development.