Assessment is the bridge between teaching and knowledge and the bridge that connects one learning experience to the next. A few students will do only column three problems. Other students will start in the first column, quickly find those problems too easy, and proceed to the second column to finish their 15 problems. When executed properly and on an ongoing basis, classroom assessment … From the point of view of a very busy teacher, the implications are clear. 11 Understanding Achievement Gaps 11 Three Effective Approaches 12 Universal Design for Learning 13 Differentiated Instruction 17 How Common Classroom Strategies Support Principles of UDL and Differentiated Instruction 22 Rather than engage in a power struggle with the teacher, these students need a next step, and that's where column three comes in. Even differentiated instruction does not reach all students. Some of them will proceed to column three and relish the challenge, while others will find column three too difficult and finish their 15 problems in other columns. Perhaps they are just learning English and need additional support or a modified means of showing what they know. Still, the following broad principles and characteristics are useful in establishing a defensible differentiated classroom: Assessment is ongoing and tightly linked to instruction. If the homework menu makes sense, then why not expand the concept to an assessment menu. The old paradigm is that everyone should be able to do everything perfectly the first time (if they are smart and attentive). Differentiated assessment involves teachers making adjustments to and modifying assessment activities for individual students or a group of students. This requires a paradigm shift, a shift much harder to accept and enact than many might think. Differentiated instruction at its best takes into account all aspects of a child's background and academic profile (see the "Science for all Students" article in this issue on page 1). https://www.thoughtco.com/differentiated-instruction-and-assessment-3111341 Bloomington, IN: Solution Tree. It's important to think about why students didn't get it, but it's even more important to ask, "What can I do to take students to the next step of understanding?" Delta Science First Readers: Where Is It? www.efficacy.org/Portals/7/Article_Downloads/Writings_by_dr_jeff_howard/JeffHoward, Electronic File Requests for Students with Print Disabilities. This is where assessment and teacher feedback come in. The purpose of assessment is to gather relevant information about student performance or progress, or to determine student interests to make judgments about their learning process. Embedded assessments are very narrowly focused, but provide valuable information for differentiating instruction. Rather than the all-or-nothing approach that is typical of large projects, the menu system gives these students several other alternatives. Although there will be times that individual instruction happens in the classroom, it is not the goal of a differentiated classroom. 6, No. The second column contains opportunities to practice and master the central challenge of a one-variable equation. It includes a broad range of information that helps teachers understand their students, monitor teaching and learning, and build an effective classroom community. There might be many factors playing into why a student didn't get it. All rights reserved. (Tomlinson & McTighe, 2006) Resource and quick overview: PP-links: Assessment of, for and as Learning. Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Because the follow-up activities are self-assessment, they are necessarily differentiated—each student reflecting on her/his own understanding of the subject matter. A pre-assessment, is a way to save teachers time within the classroom when teaching new material. Differentiated evaluation means that you perform student-oriented evaluation on those aspects that are relevant. They didn't think "this is too hard" or "I'm just not good at this." You are collecting homework as students enter the classroom (a technique that will save teachers at least 10 minutes every day). DI engages students to interact and participate in the classroom in a richer way. Classroom assessment is the process of collecting, synthesizing, and interpreting information in a classroom for the purpose of aiding a teacher's decision making. But where does assessment fit in? An assignment menu would have three columns, each with 15 problems: Students can choose to complete any 15 problems of their choice. The devil, as always, is in the details, and as Schmoker (2010) recently noted, some teachers find the demands of creating different lessons for the learning needs of each student overwhelming. As educators, we can encourage our students to do things that are good for their mental health that sometimes parents struggle to get their kids to do. Let's say that 900 points will result in an A, and 800 points will result in a B. Without a means of making students' thinking visible, you can teach a series of lessons that make logical sense, but you won't know if it is making sense to students. In many classrooms across the nation, assessment is seen as an end in itself. ASCD Express, Vol. Tomlison (2001 cited in Hall, Strangman, & Meyer, 2003) states , differentiated instruction (DI) is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse learners in classrooms. Although applying DI is crucial for every subject, the focus of this paper is Kellough et al (p. 418-419) characterizes seven purposes of assessment: To assist student learning. 10-14 (March 2014, Volume 71, Number 6). The purpose … CA Resident Only, © 2021 Delta Education, LLC Some students might earn a B with the completion of four 200-point assignments. Differentiating instruction. 20. "The Bridge Between Today's Lesson and Tomorrow's." The term "differentiated instruction" can have a variety of meanings in the education world and can refer to many aspects of a students' learning. All of them, however, have the opportunity to earn the same 200 points. Kathy Long, FOSS Assessment Coordinator, Lawrence Hall of Science But they didn't give up. If the students don't get it the first time, it does not necessarily mean that the students "just aren't ready" or "don't have the intelligence" nor does it mean that you are a bad teacher or that the curriculum is lousy (as long as you know you're using a well-researched curriculum like FOSS). But before we jump into this, there are a few important things Saskia would want you to know. 1703 North Beauregard St. We can "train" teachers to do the actions needed to perform this kind of assessment, but the real power cannot be realized until it becomes a belief system and a natural practice, rather than a mechanical routine. Differentiated instruction means nothing when every student is told to finish the same 15 problems with instructions such as, "Complete the odd-numbered problems, numbers 1 through 30." In most cases, students are thrilled to take this active role—so much so that they begin asking their teachers when they get to take the next I-Check so they can see what they've learned and what they still need to work on! ALL it means is that the kids didn't get it...yet. For other time-saving strategies, see Chapter 8 of his book Finding Your Leadership Focus (Teachers College Press, 2011). Frankly, grades don't convey much information. Title: Differentiated Assessment Author: Lamy Subject: K-12 Keywords: CIS/OISE Action Reseach Created Date: 6/15/2010 6:42:33 PM Some students, having at last mastered the skills necessary to begin the assignment, can begin to learn single-variable equations. Address A curriculum is taught, a test is given, a judgment is made. Editor's Note: For an example of an assignment menu, please see Chapter 7 in Reeves's book The Elements of Grading (Solution Tree, 2010). Carol Ann Tomlinson (2014). Formative and summative assessment represent two classifications of assessment, each with a distinct purpose. Phone Rethinking Classroom Assessment with Purpose in Mind. The new paradigm is to return papers without any teacher marks on them and to engage in additional activities around an item or two that help students identify their own mistakes or limitations and how to correct them. If we were to synthesize evidence on student motivation and engagement, there are three overlapping concepts that are essential: choice, power, and competence. Differentiated testing comes in all shapes and sizes. We can no longer think of assessment as a test or a grade; students and parents are demanding and deserve more than that. The old paradigm for assessment suggests an impersonal, uninformative statistical analysis, "Five students got As, 15 got Bs, 10 got Cs." The Purpose of Assessment Before addressing the different types of assessment, it is instructive to delineate assessment’s purposes. Benchmark assessments have a broader focus and occur before instruction (survey), after most investigations (I-Checks), and at the end of instruction (posttest). Differentiated instruction, in brief, begins with differentiated homework and assessment. Differentiated instruction at its best takes into account all aspects of a child's background and academic profile (see the "Science for all Students" article in this issue on page 1). Other students may start in the second column and think, "OK, I did this 5 times. This is the culture we need to instill in our students. In sum, the central challenge of differentiated instruction and assessment is not uniformity of work, but similarity of proficiency. Differentiated assessment goes hand in hand with the differentiated classroom, it is the teacher’s ability to understand and take into consideration the personalized needs of their students and being able to be the most ideal teacher for … Some students have the project-management skills (and attentive parents) to complete the 200-point project. The new paradigm requires that we acquire information and build on it to ensure that all students meet the targeted learning goals. This information helps 2. Differentiated instruction IS proactive. No curriculum (even FOSS!) The Vision and Purpose of . MISSION: ASCD empowers educators to achieve excellence in learning, teaching, and leading so that every child is healthy, safe, engaged, supported, and challenged. It is interactive, with teachers • aligning instruction with the targeted outcomes • identifying particular learning needs of students or groups • selecting and adapting materials and resources • creating differentiated teaching strategies and learning opportunities for can anticipate the needs of every student in the class. FOSS knows that teachers have the expertise to reflect on interactions that occur in the classroom, and plan what is needed to help each student move forward within the context of the larger curricular sequence. In addition, differentiated assessment will save teachers, students, and parents from spending time on tasks that are boring, inappropriate, or excessively challenging. .TechnosInterview.pdf. San Francisco, CA: Jossey-Bass. FOSS has spent the last decade developing the assessment system you now see in the Third Edition and Next Generation Edition modules to help answer this question. The old paradigm was deliver the curriculum and if the students get it, great, if they don't, maybe they'll get it next year. Students need to have an active role in self-assessment and self-differentiation: understanding goals, then assessing their own progress, reflecting on where they may have information gaps, and taking action to make improvements. Recognition of diverse learners: The students we teach have diverse levels of expertise and experience with reading, writing, thinking, problem solving, and speaking. 5 must-knows about differentiating Assessment is the bridge that allows teachers and students to differentiate learning. Technos interview: Jeff Howard. What makes it so enticing is that when you really stop to think about what they say, no matter how wacky it may seem at first, you can usually find a connection that shows how students were attempting to make sense of the activities, words, and discussions. Embedded assessment occurs on a daily basis. These are important skills needed for lifelong learning. Here is the link to an optional Everyday... We'd like to introduce you to one of the newest FOSS tools, the Grade-Level Planning Guide. Our ethical obligation as teachers is to ensure that all students have approximately the same obligations but not the identical assignments. But where does assessment fit in? Differentiated Teaching, HITS (op.cit.) "The possibilities are many, but the goal is to look for clusters of student need and plan ways to help each group of students move ahead" (Tomlinson, 2014). Douglas B. Reeves is founder of the Leadership and Learning Center in Salem, Mass., and author of ASCD books on educational leadership. In a differentiated classroom, the teacher assumes that different learners have differing needs and proactively plans lessons that provide a variety of ways to “get at” and express learning. Tomlinson, C. A., & McTighe, J. For the purposes of this article I am defining differentiated instruction as "the ways in which a teacher plans for and responds to student needs that require attention in order for students to be successful in their academic and conceptual learning." Where To Download Differentiated Assessment How To Assess The Learning Potential Of Every Student Grades 6 12Relevant; (5) Inviting Students to Own the Purpose; (6) Identifying Outcomes Related to the Purpose; and (7) Knowing When a Learning Target Has Been Met. Rather we need to think of assessment as a way to gather information about students' emerging knowledge so that we can take action to make sure that they are on a trajectory to meet the learning goals at the end of an instructional unit. When assessment/reflection happen on a regular basis, the course corrections are often surprisingly small and can be implemented as part of the next lesson. 7 The Organization of the Guide 9. Is It Moving? NESA is regularly updating its advice as the coronavirus outbreak unfolds. These are the very students, by the way, who are going to fail a class despite having passed the final exam. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding. Assessment for learning occurs throughout the learning process. These are principles that can be applied in every classroom. Differentiated assessment (DA) seeks to address the individual differences between students and provides them with the appropriate assessment strategy. They can earn 200 points by completing four 50-point projects or ten 20-point projects. As you scan the work, you will know instantly who chooses the first, second, or third column and who did no homework at all. They learned from their mistakes and moved forward. Many very successful people today made plenty of mistakes and faced failure along the way. Classroom assessment is a one of the most important tools teachers can use to understand the needs of their students. Carol Dweck's work (2006) points out that students who develop a growth mindset are those who can deal with failure and make something positive from it. Subscribe to ASCD Express, our free email newsletter, to have practical, actionable strategies and information delivered to your email inbox twice a month. Others, having moved well beyond the planned task for the day, can begin not with a stultifying repetition of what they already know but with a series of challenging tasks that will engage them and reward their work. Perhaps they have little background knowledge and need more first-hand experience. Ongoing, formative assessment: Teachers continually assess to identify students’ strengths and areas of need so they can meet students where they are and help them move forward. 1. We need to ensure that the student who chooses four 50-point assignments or ten 20-point assignments has done at least as much, if not more, than the student who completed the 200-point assignment. 'The whole purpose of differentiation is to look at the relevant skill level s of students and ask: "What are we going to do to increase depth, broaden, extend and improve upon the knowledge and the skill base of every student in the class, regardless of the starting point,"' explains Shane. ASCD respects intellectual property rights and adheres to the laws governing them. Professional Practice Note 6 ... the purpose of assessment and feedback.19 ADVICE FOR SCHOOL LEADERS A key point about formative assessment is the role it plays in enabling powerful professional conversations about impact on teaching. Students would not be engaged by merely watching videos; rather it's the improvement in competence and the exercise of power, making choices every minute, that keeps them engaged. order to meet the students’ individual needs, thereby enhancing their learning and boosting their ability to show what they have learned. Learning for All, K–12. Students need to take a bigger role in the process. Instructional Approaches . The FOSS assessment system is made up of two large components: embedded and benchmark assessments. Rather than expecting every student to complete a 200-point project, some students will receive feedback every day (perhaps on 20 different 10-point projects), while other students can work independently at other intermediate levels. We learn a lot by not being afraid of or daunted by mistakes. Company | Privacy Policy | Corporate Links. Perhaps this requires "assessment" to be imbued with a new meaning. There is no doubt that students come to school with a variety of backgrounds and learning needs, and Carol Ann Tomlinson (Tomlinson & McTighe, 2006) and others (e.g., Stefanakis & Meier, 2010; Fogarty & Pete, 2010) have documented the importance of the issue and the potential success of the results. 8:00 a.m.-6:00 p.m. Types of Assessment In general, the purpose of assessment is to determine as accurately as possible what students should know, understand, and be able to do. Differentiated teaching is not: 1… about individual instruction. Rather, it is a way of thinking about teaching and learning that values the individual and can be translated into classroom practice in many ways. Using Assessments Thoughtfully, pp. Put yourself in the teacher's position. We have researched the activities and know that they are generally successful, but for every student to meet the learning goals requires a teacher, actively keeping an eye (and ear) on what is happening with individual students. Monday through Friday Assessment focuses on gathering information about student achievement to make instructional decisions. A better approach is the homework menu. In addition, differentiated assessment will save teachers, students, and parents from spending time on tasks that are boring, inappropriate, or excessively challenging. Learn more about our permissions policy and submit your request online. The new paradigm suggests differentiated diagnoses. You get to play detective and piece together evidence for learning or find alternate conceptions for which solutions can be successfully employed. It is a way for teachers to check in on students' thinking with a short 10-minute process that yields big returns (see the Assessment chapter in any Third Edition or Next Generation Edition FOSS Investigations Guide, as well as previous "FOSS Assessment Corner" articles). The task of differentiated instruction may be that of the teacher; however, empowering students to use what they know about how they learn (metacognition) helps them become self-differentiating learners. Pre-assessment is a test taken by students before a new unit to find out what the students need more instruction on and what they may already know. Differentiated Instruction gives students a range of ways to access curriculum, instruction and assessment.   In a differentiated classroom, teachers recognize that all students are different and require varied teaching methods to be successful. Assessment is the bridge between teaching and knowledge and the bridge that connects one learning experience to the next. This makes the learning experience unique and transparent for each student. Other students need to learn how to assemble a complex project, and for them the challenge of creating smaller projects that lead to the same 200 points is a great opportunity to both demonstrate proficiency in math and also learn to manage complex projects. 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The new paradigm understands that mistakes and failures are an expected and acceptable part of learning. School cultures that invite challenging It's a dynamic process, not a summary product. FOSS has taken the stance that assessment can and should be much more than evaluation of a fait accompli. 1703 North Beauregard St. Alexandria, VA 22311-1714. To identify students’ strengths and weaknesses. Here are some practical ideas for busy teachers who want to meet the different needs of students while managing the demands on their already busy schedules. Perhaps they need more specific, basic vocabulary to help them explain a phenomenon. We have to trust that most of the time students are doing their best to make sense of the world around them and in the case of FOSS, the science concepts they are exposed to. Rather, it is a strategy to encourage every student to meet the same rigorous standards in different ways.
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