Whatever it takes
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Whatever It Takes. Differentiated Assessment Session One. Word Splash. Choose 5 words to write in the circles. Reflect on your choices. Boxing. What else do I know about this topic? (How does it fit). Summarize. Draw a model or picture to explain your thinking. Why do we assess?.

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Whatever It Takes

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Whatever it takes

Whatever It Takes

Differentiated Assessment

Session One


Word splash

Word Splash

  • Choose 5 words to write in the circles.

  • Reflect on your choices


Boxing

Boxing

What else do I know about this topic? (How does it fit)

Summarize

Draw a model or picture to

explain your thinking


Why do we assess

Why do we assess?

  • Inform instruction

  • Communicate information


Assessment toolkit

Assessment Toolkit

List all of the assessment strategies, tasks and

tools you have used in the last few weeks during

Language Arts.


Differentiated assessment

Differentiated Assessment

An ongoing process through which teachers

gather data before, during and after instruction

from multiple sources to identify learners’

needs, and strengths

Carolyn Chapman and Rita King

“Differentiated Assessment Strategies” (2005)


Why do we differentiate assessment

Why do we differentiate assessment?

“Students are differentiated in their knowledge and skills. They differ in the ways and speeds at which they process new learning and connect it to prior knowledge and understanding. They also differ in the ways they most effectively demonstrate their progress.”

- Chapman and King (pg xix)


Three key principles of assessment

Three Key Principles of Assessment

  • Consider Photo Albums Versus Snapshots

  • Match the Measure with the goals

  • Form follows function

    “Integrating Differentiated Instruction and Understanding by Design”

    by Carol Ann Tomlinson and Jay McTighe


Photo albums versus snapshots

Photo Albums Versus Snapshots

  • To what extent do the results of any one assessment permit valid and reliableinferences about student understanding?

  • What evidence is needed to show that students have reached the intended learning objective?


Gathering evidence of learning

Gathering evidence of learning:

  • Selected Response format

  • Written or oral responses to prompts

  • Performance Assessment Tasks

  • Portfolios• Reflective journals

  • Ongoing observations• Formal observations

  • Self Assessments• Peer reviews


Match the measure with the goals

Match the Measure with the Goals

Three types of educational goals

  • Declarative knowledge: what students should know and understand

  • Procedural knowledge: what students should be able to do

  • Dispositions: what attitudes or habits of mind students should display


Form follows function

Form follows function

  • What are we assessing?

  • Why are we assessing?

  • For whom are the results intended? (diagnostic, formative, evaluative)

  • How will the results be used?


Is your assessment toolkit balanced

Is your Assessment Toolkit balanced?

  • Look over the assessment tasks you listed earlier

  • Are the three key principles of assessment addressed?


An assessment photo album

An Assessment Photo Album

Evidence Source 1

Evidence Source 2

Content Standard

Evidence Source 4

Evidence Source 3

  • “Integrating Differentiated Instruction and Understanding by Design”

  • by Carol Ann Tomlinson and Jay McTighe


Purposes of pre assessment

Purposes of Pre-Assessment…

  • What the student already knows about the unit being planned

  • What standards, objectives, concepts and

    skills the individual student understands

  • What further instruction for mastery are needed


Use pre assessment data to

Use Pre-Assessment Data to

  • Decide on timelines

  • Plan flexible groupings

  • Find out the number of students at different levels of mastery and design learning activities accordingly.


Pre assessment ideas

Pre-Assessment ideas

Squaring Off

Boxing

Yes/No Cards

Graffiti Fact

Ponder and Pass

Response Cards

Take a Stand

Knowledge Corners


How to talk about assessment with your students

How to talk about assessment with your students?

After school a student uses assessment when…

At school, a student experiences assessment

when…

In the workplace, assessment is used when….


Make connections

Make connections

  • How has assessment guided you to improve a skill?


Three cautions

Three cautions

  • Aim of assessment

  • “The juice must be worth the squeeze.”

    3. Feasibility

    “Integrating Differentiated Instruction and Understanding by Design”

    by Carol Ann Tomlinson and Jay McTighe


Next session

Next Session

A closer look at a few of the six big strategies of formative assessment:

Learning intentions

Success Criteria

Feedback

Questioning

Learners as resources for each other

Learners as Owners of their learning


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