Assessment in the Differentiated Classroom

1. Assessment in the Differentiated Classroom Presented by Kathy Marks, M.Ed.

2. Three types of Assessment • Diagnostic/Preassessment • Formative • Summative

3. Diagnostic 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

4. Common Diagnostic Assessments • Standardized tests • Previous unit’s test • Pre-test • Exit cards • Graphic organizers • Ask the students what they know • Have the students retell something

5. Formative Assessment • 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.

6. Examples of Formative Assessments • 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?

7. Summative assessment • 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,)

8. Pre-Assessment Summative Assessment Ongoing (Formative) Assessment Feedback and Goal Setting (Keeping Track & Checking Up) (Making Sure) (Finding Out) Pre-test Inventory KWL Checklist Observation Self-evaluation Questioning Conference Audition Peer evaluation Portfolio Check 3-minute pause Quiz Observation Journal Entry Talkaround Self-evaluation Questioning Discussion Exit Card Lab Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review Essay

9. Resources • 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