1. 1 Forms of differentiated evaluation

2. 2 Three levels of differentiated evaluation:  Pedagogical flexibility  - Adaptation  - Modification

3. 3 Three types of differentiation in evaluation practices For all students Solely for students with specific needs, based on their individualized education plans Pedagogical flexibility Openness options Adaptation Accomodation Modification Changes Without changing evaluation content or requirements Tasks are easier or different, based on students’ needs

4. 4 Pedagogical flexibility is used to offer choices to all students during learning and evaluation situations. must not affect the difficulty of the tasks to be carried out, the requirements, or the evaluation criteria of the competencies targeted.

5. 5  Different topics in connection with the competency to be developed.  Different tools: hands-on materials, computers, visual references, etc.  Different types of products: poster, oral presentation, graphic organizer, etc.

6. 6 Adaptation Adaptation requires changing the way in which students become involved in learning and evaluation situations, particularly students with specific needs that are set out in the individualized education plan established by the school. must not affect the difficulty of the tasks to be carried out, the requirements or the evaluation criteria of the competencies targeted.

7. 7  Modification of the timetable (segmentation of the task over several periods) (Careful if from MELS)  Change the way texts are presented visually: use large print or a more spacious layout.  Listening to the sound recording of an evaluation  Provide the texts to read in advance. (Careful if from MELS)

8. 8 The school principal is authorized to introduce the following measures if they are included in a student’s individualized education plan: Administrative Manual for the Certification of Secondary School Studies,General Education,Youth Sector extending the time allotted for the exam by up to one third of the time normally allowed. adoption of specific measures: the attendant provides the assistance that the student requires according to his or her needs, but must not, for example, ask the student leading questions, explain the questions for clarification, supply suggestions or interpretations of any kind, correct mistakes in spelling or grammar, or make any change whatsoever to the student's answers

9. 9 Ensuring that the exam is held in a secure location and that the students are supervised. Allowing students to use various writing aids. Allowing students to give their answers using a tape recorder. Allowing students to use a reading aid such as a monitor, magnifying glass or inclined reading stand.

10. 10 Since January 2008 (In French and English) (with the MELS authorization…) Pour un élève avec un trouble d’apprentissage: Les outils d’aide à l’écriture incluant les outils d’aide à la correction. Visual Dictionary HopWriting Word Q …

11. 11 Difficulté ou trouble La difficulté se définit comme un retard développemental ou un obstacle à l’apprentissage à caractère transitoire. Ex. : les enfants des milieux défavorisés ont été exposés à la lecture 2000 heures de moins que les enfants provenant d’autres milieux. Le trouble se caractérise par un dysfonctionnement cérébral. Il est d’ordre neurologique.

12. 12 Modification Modification is an exceptional measure that involves changing the very nature of learning and evaluation situations for students with specific needs that are set out in the individualized education plan established by the school, following a process involving all of the individuals concerned. The difficulty of the tasks to be carried out, the requirements or the evaluation criteria of the competencies targeted are modified.

13. 13 Assign fewer or shorter tasks. Have the teacher provide assistance in identifying information required to solve the problem.

14. 14 Conditions for applying adaptation or modification to evaluation practices Ensure that all students are given an equal chance to demonstrate the learning they have acquired by systematically attempting to use the same evaluation situation for all students, combined with pedagogical flexibility, before resorting to adaptation or modification. Apply only the adaptation or modification required to allow students with specific needs to demonstrate their competencies. Plan adaptations or modifications on an individual basis, to match the specific needs of a given student rather than of a category of students.

15. 15 Ensure that the student, the parents, the principal and the other staff involved are aware of the adaptations or modifications used. Ensure that students and their parents understand the implications that the proposed modifications may have over the long term with regard to the awarding of a Secondary School Diploma.

16. 16 In an E.S. select adaptations or modifications that have been used previously in a learning context. Periodically review the necessity of adaptation or modification for a given student; reevaluate and adjust the use of adaptation or modification to match the student’s current needs. Ensure cooperation between all the teachers involved with a given student with specific needs, so that what one teacher permits in terms of adaptation or modification is permitted by all the teachers.