Presented by Kathy Marks, M.Ed. ASSESSMENT IN THE DIFFERENTIATED CLASSROOM

 Diagnostic/Preassessment  Formative  Summative THREE TYPES OF ASSESSMENT

 Carried out at the beginning of a course or topic or project to aid learning  Establishes background knowledge, experience, misconceptions, interests and/or learning style preferences  Double purpose: (a) to help teachers in their planning and (b) to give students a preview of the work ahead  Assess for:  Readiness – e.g., language skills, general knowledge, cognitive skills  Student Interest – areas of interest for promoting student engagement and ultimately learning by setting the emotional context  Student Learning Profile – environmental elements, interactions, personal needs AND/OR intelligence preferences DIAGNOSTIC ASSESSMENT

 Standardized tests  Previous unit’s test  Pre-test  Exit cards  Graphic organizers  Ask the students what they know  Have the students retell something COMMON DIAGNOSTIC ASSESSMENTS

 On-going, formal and informal  Goals:  Uncover students’ misconceptions  Give students the chance to revise and improve their thinking, as well as to see their own progress  Help teachers target areas that need to be remediated or compacted/accelerated.  The formative assessment process is like a course correction for a space craft. A correction is needed and made with no penalties.  Formative assessment is usually not used for grading. FORMATIVE ASSESSMENT

 Nonverbal clues  Pretests  Value lineups  Retelling  Think pair share  Charting  Key questioning  Response Cards  Traffic signals  Thumbs  Interactive writing  RAFT  What other ones have you used? EXAMPLES OF FORMATIVE ASSESSMENTS

 Carried out at the end of a topic, course or project  Should reflect knowledge and sub-skills of each target curricular aim.  Used to: (a) to determine the degree of final understanding, improvement, and level of competency of students and (b) assign students a course grade or certify their competency.  What are examples?  End of course tests and exams  Culminating performances (a speech, musical recital, formal reading, or skill demonstration)  Large scale products (portfolios, papers, independent research, exhibitions, paintings,) SUMMATIVE ASSESSMENT

Ongoing (Formative) Assessment Pre-Assessment Summative Assessment Feedback and Goal Setting (Finding Out) (Keeping Track & Checking Up) (Making Sure) Pre-test Inventory KWL Checklist Observation Self-evaluation Questioning ConferenceAudition Peer evaluationPortfolio Check 3-minute pauseQuiz ObservationJournal Entry TalkaroundSelf-evaluation QuestioningDiscussion Exit Card Lab Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review Essay

 Beasley, J.G. (2008). Getting started in a differentiated classroom. [Powerpoint]. Retrieved from NAGC Webinars on Wednesdays: ww.nagc.org/wow.aspx  Gwinnett County Accelerated Programs and Gifted Education. (2013). Assessment. [Powerpoint].  Moon, T. R. (2009). Preassessment: Doing it and using it for instructional decision making. [Powerpoint]. Retrieved from NAGC Webinars on Wednesdays: ww.nagc.org/wow.aspx RESOURCES