1. Differentiated Instruction
Helping Teachers with Assessment, Evaluation & Reporting

2. Setting the Stage for Learning
Before Learning Activity
Each table has been given a specific task related to assessment.
Instruction sheets have been provided for each activity.
You are allowed to work with your table partners or you may work alone.
This will be a timed activity.

3. Activities Brainstorming A – Z Anticipation Guide Interview
Personal Survey
Four Corners
KWLS
Human Graphing

4. Definitions and Purposes
A Quick Review
Definitions and Purposes

5. Defining Terms Assessment Evaluation Reporting Involves gathering data
It is NOT a synonym for test
Evaluation
Judging the data
Reporting
Communicating the data
Often done through report cards and conferences

6. Types of Assessment Pre-assessment (diagnostic) Formative (on-going)
“Finding out”
Formative (on-going)
Assessment for Learning
“Keeping track”
Summative (final or end)
Assessment of Learning
“Making sure”

7. Planning for Assessment

8. Cleaning the Kitchen
The task/activity …
The problem …
The solution …

9. 7.1 Phys Ed Example Outcome:
Willingly engage in a variety of movement activities at a moderate to vigorous level of effort in a progression towards twelve consecutive minutes on a consistent basis.

10. How to Make Effective Assessments
Pre-planning is crucial!
Build in the assessment while planning lessons and units
To Think About:
How can resource teachers support classroom teachers in this area?
When can you meet to plan for differentiation?

11. Planning for Assessment
Step 1 – Identify the Outcome
Step 2 – Focus on the Assessment
Step 3 – Identify Prior Knowledge

12. Step One: Identify the Outcome
Taken directly from the curriculum
Outcomes
What students are expected to know and be able to do.
Clearly communicate the outcome to the students

13. Example of a Math 2 Outcome
N2.1 Demonstrate understanding of whole numbers to 100 (concretely, pictorially, physically, orally, in writing, and symbolically) by:
- representing (including place value)
- describing
- skip counting
- differentiating between odd and even numbers
- estimating
- comparing two numbers
- ordering three or more numbers
In this outcome, what specific area am I going to teach? Narrow it down. Then, how can I assess if the student has mastered this skill?

14. Step Two: Focus on the Assessment
What will the purpose of the assessment be?
What data or information are you hoping to collect? What evidence do you need?
What is the best way to collect that information?

15. Math 2 Outcome Example
Demonstrate understanding of whole numbers to 100
Concretely
Pictorially
Physically
Orally
In writing
Symbolically
What will the purpose of the assessment be?
demonstrate pictorially
at end of the unit
What evidence do you need?
All numbers from 1 – 100
All in order from 1 – 100
What is the best way to collect that information?
Is there more than one way I could collect this information?

16. Step Three: Identify Prior Knowledge
The purpose of this step is to determine readiness for any outcome.
What skills and knowledge must the students have before learning this outcome?
Teachers should not assume that all students have the background knowledge but instead, should assess to determine readiness.
A pre-assessment could be done to discover students’ prior knowledge.

17. Math 2 Outcome Example
Demonstrate understanding of whole numbers to 100
Concretely
Pictorially
Physically
Orally
In writing
Symbolically
What skills and knowledge must the students have before learning this outcome?
Must be able to write all numbers
Must understand what is meant by order

18. Pre-Assessment
“Finding Out”

19. Pre-Assessment – What and Why
Pre-assessment can be diagnostic or “discovery” assessment
Why?
To help determine:
content, skills and strategies you need to teach
misconceptions about a topic or about themselves as learners
how to group students for instruction
the kinds of activities that will support different students

20. When Do We Pre-Assess? At the beginning of …
the school year (interests, readiness, learning preferences)
a unit of study (readiness, knowledge base)
a new topic (readiness, knowledge)
a lesson (readiness, skills, knowledge)

21. Pre-Assessing 1 -- Learning Styles 2 -- Interests
Multiple Intelligence Tests
Learning Preferences
2 -- Interests
Interest inventories
Questionnaires
Surveys

22. Pre-Assessing 3 -- Readiness Readiness is not ability!
Does the student have the background knowledge and skills needed to be successful in learning the outcome?
Readiness is not ability!

23. How to Pre-Assess Daily Journals Before Activities After Activities
Daily Math, Daily Language, Science Starters …
Before Activities
Anticipation Guides, Brainstorming …
After Activities
Exit Slips …

24. Other Pre-Assessment Ideas
KWLS
Brainstorming
Anticipation Guide
Questioning
Pre-tests
Self-Evaluation
Checklists
Observations
Pre-assessment = Discovery
What do you want to know about the student?

25. How Can I Support Teachers in Pre-Assessment?
Work together to plan pre-assessment for a unit of study
Co-teach in the classroom
Idea! Try rotating groups that you work with to avoid the stigma that struggling students experience.

26. Formative Assessment
“Keeping Track”

27. Formative Assessment What? Assessment for Learning Why?
The purpose is to “drive instruction”
What areas did the student understand?
What areas still need work?
What areas do I still need to work on as a teacher?
When?
On-going, daily
How?
Formal or informal assessment
Who?
By teacher, by peers or by self

28. Feedback Feedback can take two forms: marks or comments
Learning how to give proper feedback is crucial!
Food for thought:
If this is still part of the learning/practicing stage, is a mark a valid form of feedback?
When is a comment more valuable for student learning?

29. Feedback Ideas 2 stars and a wish Marks on the board, not on the sheet
Checklist of comments
Highlight rubric
Adopt the role of coach, NOT the role of corrector, editor, judge
Don’t correct! Don’t justify! Guide!

30. Formative Assessment Ideas
Exit slips
Exit sticky notes
Rubrics
Signal Cards
Fist to Five
Questions
Conferencing
Journal entries
Portfolio entries
Unit reviews
Homework assignments
Student opinions

31. Exit Slips
Exit slips are written student responses to questions you pose at the end of class
Ask an open ended question or a specific question

32. How Can I Support Teachers in Formative Assessment?
Work together to develop a plan to support the learners who are struggling with readiness
e.g. some students work in a group with support rather than individually
Work together to build in extra supports within the lesson
Provide additional oral instructions
Structure the page for the student (numbered boxes, sticky notes, etc.)
Develop communication format to notify the teacher when a student is experiencing difficulty with a topic/skill

33. Summative Assessment
“Making Sure”

34. Summative Assessment An assessment at the end of the learning activity
Usually for a “grade” or report card mark

35. Forms of Summative Assessment
Written
Oral/Spoken
Performance Tasks
What is the best way for a student to show his or her understanding of the outcome?
“Fair isn’t always equal.”
Rick Wormeli

37. Summative Assessment Ideas
Tests
Performance tasks
Oral test
Conversations or interviews
Product or exhibit
Demonstration
Portfolios
What is the best way for a student to show his or her understanding of the outcome?

38. Differentiating for Learning Styles: Summative Product Ideas
Auditory
Visual
Tactile-Kinesthetic
classifying/graphing
brochure
activity plan
puzzles
collage
composing music
math journal
design
demonstration
essay
diagram
exhibit
finding patterns
drawing
game or game show
riddle
flow chart
"how-to" book
oral report
graphic organizer
manipulatives
game
multi-media project
mobile
survey
illustrated manual
model
teaching a lesson
map
rhythm or rhyme
written report
picture dictionary
scale drawing

39. How Can I Support Teachers in Summative Assessment?
Work together to plan the summative assessment for a unit of study
Develop a different system of recording
Work together to develop an alternative summative assessment
Work together to plan assessment rubrics
Provide on-going support for learners who have not mastered the outcome
e.g. Tying My Shoes

40. Ways of Recording Outcome Ex – Adding Fractions with Like Denominators
Date
Pre-
Assessment
Formative
Practice 1
Practice 2, 3, 4, etc.
Assessment Task
Sept. 12
Sept. 18
Sept. 22
Sept. 27
Sept. 29
2nd attempt ??

41. Rubric Resources
Shrock, Kathleen. ( )
Teach-nology:
Rubrics Generator [April, 2003]
WWW4Teachers. (2003)
Rubistar - PBL Rubric Creation Tool [April, 2003]

42. Closure or Follow Up from the Pre-assessment Activity Action Plan
Brainstorming A – Z, Anticipation Guide, Interview, Personal Survey, Four Corners, KWLS, Human Graphing
Action Plan
What now? or

43. "If students can't learn the way we teach, we must teach the way they learn."
Tomlinson