Differentiated Assessments
Updated: 11/2014
Subject |
Level |
Differentiated: |
Technology |
Website |
Research Based Practices, Assessment |
ALL |
Content & Process |
Research Based Assessment - digital media |
http://allthingsassessment.info/ |
Language Arts |
Elem/MS |
Content & Process |
Grammar Interactive Quizzes |
http://grammar.ccc.commnet.edu/grammar/quiz_list.htm |
Ongoing Assessment |
MS/HS |
Content & Process |
http://padlet.com/- post what you know on the wall - pre (as they walk in the room) & post (as they leave the room-what did they learn)
- reading homework? Post what they read and learned as a bell ringer
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http://padlet.com/
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Individual Improvement Plans/accountability |
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Teach students to maintain their own individual improvement plan. Identify goal(eg. get a B in class), and pre assess. Document. Then identify gaps, find strategies and solutions to reaching goals.
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Ongoing Self-Assessment |
MS/HS |
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Reflecting With Depth and Complexity
Do you ask your students to look back at their work and reflect on their progress? If so, are you integrating the tools of depth and complexity into these reflections?
- Ask students to examine the change over time in their scores.
- Tell students to look for patterns in the type of questions missed.
- Encourage them to notice if the simply misunderstood a rule.
- Perhaps students need to notice a recent trend in their work.
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Response Units - Clickers |
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Provides immediate response to pre assessment to drive instruction, and post assessment to monitor growth.
Students love them, thinking that they are participating in a game, rather than being tested.
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Web 2.0 - Create rubric |
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View example rubrics for web 2.0 applications or create your own. |
http://hccweb2.org/eAssessment/ |
The Vital Connection Between Assessment and Differentiation
Assessment always has more to do with helping students grow than with cataloging their mistakes.
Carol Ann Tomlinson
Pre-Assessments, Formative, Summative assessments
Using ongoing assessments helps determine the pace of the lessons, or areas of review. It also helps determine current knowledge and identifies gaps.
These ongoing assessment ideas helps with determining where each student is at, and will help drive the direction of the next class session.
Technology Pre-Assessment , Formative, Summative |
Assess current knowledge:
- Immediately chart student responses
- Increase class participation
- Identifies weak areas for entire class, where reteaching may be needed
- Encourages group and peer learning
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- Use interactive response units to assess students with questions that test understanding. (All student responses are available to evaluate weak areas for re-teaching. Looking at the entire class's response to identify weak areas is easy.)
- Use the response units to assess student comfort level.
- Use information collected to plan next differentiated lesson
- Students get immediate feedback, and can compare their answer with other students' response.
- tests and quizzes are automatically graded and you are able to look at the entire class to identify sections that may need additional action.
I use eInstruction Personal Response Units (PRS) http://www.einstruction.com/products/assessment/prs/index.html
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Pre-assessment bell ringer & exit card |
Assess current knowledge before content session and again after class |
Provide a 3x5 card to students. Write down 3-5 things that you know about today's topic. Write down one question that you would like to ask or would like to know more about. |
Pre-assessment
bell ringer, note card & Exit card
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Assess current knowledge. Collect before and then again after class. Return to student for study cards. |
Define it…
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Give an example…
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Give a non-example…
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Ask a question about it…
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Preassessment - bell ringer |
Science Assess current knowledge, addressing objectives |
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Formative Assessment |
7 Formative Assessments: |
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Formative: Exit Card |
Science Assess what student has learned |
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Formative:
Exit Card
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Assess growth, and determine teaching strategy. Exit cards serve as an accountability check for students. |
At end of topic time: Write down 3-5 things that you have learned about the topic. Write down one question you have that you need clarified.
3-2-1 exit card
on 4x6 card, write down:
3 things you learned or understand
2 things you want to learn more about
1 question that you still have
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Formative assessment |
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Formative Assessment |
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Formative assessment |
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green card, red card, yellow card
Pass out one of each to students. At the end of the topic, have students hold up the card to show confidence in understanding topic.
Green: I get it
Yellow: I think I get it, but I am not sure
Red: I do not get it
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Formative Group Assessment |
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Exit Card |
Language Arts |
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Pre-assessment & Formative Assessment |
Math, Algebra |
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Pre-Assessment & Formative Assessment |
Music |
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Pre-assessment & Formative Assessment |
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Help students assess themselves - identify what zone they are in
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