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The Inclusive Classroom: Assessment & Differentiation
Design and Assessment for ALL studentsSTMU: Sept 14, 2012
Guest Instructor: Cheryl Babin
Tour of the Room
Parking Lot
Toolbox
Learning Partners
Materials
WIKI: http://stmu-edcm603.wikispaces.com
Essential Question
How can a differentiated approach to engagement and assessment meet the
diverse needs of ALL learners in a classroom?
Learning Partners
Choose one person that you will partner with for each of the following “Teacher Learning Partner” groupings:
Apple _____________________ Stationary __________________ Report Cards ________________ Love for Kids ________________
Relationships First
“I have come to believe that a great teacher is a great artist and that there are as few as there are
any other great artists. Teaching might even be the greatest of the arts since the medium is the human
mind and spirit.”
John Steinbeck
Experiences involving assessment can have a long-lasting effect on our lives…
• Consider your own memories of assessment experiences that have had a lasting impact on yourself as a learner.
• If you are comfortable, share with your table.
• Choose one example from your table to share with the whole group.
Memorable Moments
The Good Ol’ Days Are Here Now!
As a table group, please read and discuss page 6 of your handout.
How have assessment practices changed?
How can we best plan for the diverse learning needs of our students?
Universal Design for Learning
http://youtu.be/bDvKnY0g6e4 - Link to UDL video; CAST website
Learning Preferences
Consider the UDL video and reflect on your own learning preferences. Inventories or Learner Profiles can help us get to know
students in an efficient and safe manner See Tool 6: What Works for Me Inventory (sample of a
learner profile or inventory) Four Corners & Human Bar Graphs – Keep Moving!
Differentiated Instruction in your Classroom
https://docs.google.com/document/d/1aP32RTicXmaMkEKPE3tFF3e5NJoVPk9Q2rLMLgmXKuA/edit
1. In table groups, visit the google doc and assign one person to record the ideas of the group.
2. Address the question indicated by the pink card on your table.
3. Record as many ideas as you can that will address the questions.
4. Read others responses first, then add your own thoughts to the chart.
Find your APPLE
With your partner, consider the following reflection questions and please record the big ideas in your own journal:
What is differentiated instruction and assessment?
What must I remember when designing assessment tasks and learning experiences?
“To begin with the end in mind is to start with a clear understanding of your destination.”
Stephen Covey,
Seven Habits of Highly Effective People
Backward Design for Assessment
Assessment or Evaluation?
Assessment is the process of gathering information about student learning.
Strategies include: observations, discussion, checklists and anecdotal reports
Handout Page: 4
Assessment or Evaluation?
Evaluation is the process of judging information gathered through assessment and making decisions about the quality of student performance.
This involves assigning a score, grade or achievement level for reporting purposes.
The Key to Good Assessments
JIGSAW Strategy for Damain Cooper Article (handout pgs. 7 – 10):
Everybody READS: Page 1
Group 1: Read Big Idea 1
Group 2: Read Big Idea 2
Group 3: Read Big Idea 3
…. (you get the picture)
Share your Big Idea
Each group will report out the BIG IDEAS outlined in your assigned section.
If possible, give us a way to remember the idea… a rhyme, an icon, a visual… Remember to appeal to ALL types of learners in our classroom.
Types of Assessment
Diagnostic or Pre-Assessment
Occurs at the beginning of a new concept
Teachers find out what students know
Data gathered is used to inform teaching and planning
Helps students to make connections to prior knowledge, attitudes, interests and strengths
Types of Assessment
Formative Assessment
Takes place during the process of learning (on-going through unit)
Students receive specific feedback about work in progress
Helps to improve performance and modify instruction if necessary
Assessment FOR and AS learning, not just OF learning
Types of Assessment
Summative Assessment
Takes place at the end of a concept, unit or period of time
Occurs when students are ready to demonstrate their understanding and application of curriculum objectives
Self, peer and formative assessments contribute to a summative evaluation or judgment about the value of student work
Triangulation of data helps to create a
complete picture of a student’s understanding
Authentic Assessment An opportunity for students to apply
their knowledge and skills to a real life situation or scenario
Often places greater emphasis on problem solving, critical thinking, comprehension, reasoning and self-reflection
Types of Assessment
Assessment for Learning
Video: Assessment for Learning
http://www.pd360.com/index.cfm?ContentId=93
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction
Backward Design
Everyone concerned with assessment – children, teachers, parents, administrators and board members – must have a clear understanding of the reasons for assessment, what is being assessed, the criteria for success and the method by which the assessment is made.
Who should be involved in Assessment?
Think Like an Assessor
Find your Stationary Learning Partner
Read page 5 of your handout entitled: Thinking like an Assessor
How might we plan for differentiation while thinking like an assessor?
This is KEY to differentiation!
Students:
Set goals
Make learning decisions related to their own improvement
Know what quality work looks like
Self-assess
Communicate their own strengths and needs based on goals
Student Involved Assessment
Students don’t:
Control decisions regarding what will or won’t be learned or evaluated
Assign their own grades
Student Involved Assessment
Outlines specific descriptions of criteria at each level
Often students are involved in setting the criteria
Established levels help students know how to achieve their desired outcome
Rubric: An Assessment Tool
Interviews
Checklists or Exemplars (benchmarks)
Anecdotal assessment/teacher observation
Journal responses
Performance assessments
Portfolios
Tests
Continuums
Other Assessment Tools
Portfolios are collections of children’s work that are designed to demonstrate successes, growth, higher order thinking, creativity and reflection. A portfolio should be though of as an exhibition of an active mind at work.
Portfolio Assessment
“I chose this piece because…”
“I could have improved upon this writing by…”
“This was a favourite day of mine because…”
“I found this challenging because…”
“At that time I didn;t understand…, but now…!”
Portfolios collect reflections of learning
Children and teachers select work based on pre-determined criteria to be shared with parents during the conference.
Often includes time to: share components of portfolios Demonstrate new skills and knowledge Show growth and development
A celebration of learning and progress!
Student Led Conferences
VS.
The Photo Album Analogy
When planning for assessment, consider the list of assessment strategies on page 15. Use this checklist often to ensure you are finding the best ways to evaluate the learning styles of all learners.
Complex, Open-Ended Tasks
Complex Performance Tasks are innately differentiated.
Consider the checklist on page 16 (handout) for suggestions for how to ensure an assessment task has complexity and diversity for all students.