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Differentiated Assessment: Enhancing Learning Diversity

Understanding the continuum of differentiated assessments to benefit all students for improved learning outcomes. Explore examples and strategies for effective assessment practices. Reflect and plan for implementation.

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Differentiated Assessment: Enhancing Learning Diversity

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  1. This STAR means “in your resource package” Differentiating ASSESSMENT When you see this Stop Sign, get ready to PAUSE Assessment Series: Module 4B

  2. BIG Idea #2 The Differentiation of Assessments Helps ALL Students, ALL of the Time!

  3. Self-Reflection (Pause, following the instructions, for 2 Mins)

  4. If you had mostly… (b)s – Then you practice MICRO-DI, which is a reactive approach (c)s – Then you practice MACRO-DI, which is a proactive approach

  5. Differentiated Assessment Continuum Macro-DI (c) No DI (a) Micro-DI (b)

  6. The Reality “That students differ may be inconvenient but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to students.” Theodore Sizer Horace’s Compromise: The Dilemma of the American High School

  7. Reaching ALL Learners

  8. Examples of Tiered Assessments • 20-50-80 Menu example • Tic-Tac-Toe example

  9. Accessible to ALL Learners • Triangulation of Evidence is for MORE than Just ACCURACY and AUTHENTICITY!

  10. Triangulation of Evidence • Assessment must be balanced, over time, including: • Observations • Conversations • Products …and be FLEXIBLE, in order to improve learning for all students.

  11. Select and read an outcome to yourself and come up with as many different ideas as you can for how the learning of the outcome might be demonstrated. (3 mins) As a large group, share your ideas and group them into items that fit: observations, conversations, and products. (5 mins) As a group, discuss the reflection questions. (2 mins) Activity for Reflection

  12. Think (3 mins)-Share & Categorize (5 mins) Remember: This task is about “HOW students will demonstrate their learning”, not the teaching activities to get them there… • ELA 2 CR2.1 Comprehend and respond to a variety of grade-level texts… that address: identity, community, social responsibility, and make connections to prior learning and experiences.  • Math 7 SS7.4 Demonstrate an understanding of the Cartesian plane and ordered pairs with integral coordinates. • Enviro. Sci. 20 ES20-HP1 Investigate technologies and processes used for mitigating and managing resource use, waste generation and pollution associated with a growing human population. … OR select any outcome that you are readily familiar with!

  13. Were you surprised by any of the ideas that were suggested? Were there any “a-ha!” moments as you saw the groupings of observations/ conversations/ products? Activity for Reflection(2 mins)

  14. Where to Begin/ How to Continue to Build • Start slowly… but START • Lead your students – make them your partners, and get to know them as learners and as individual people • Plan the details carefully • Review often and revise, but persist • Be reflective – CELEBRATE successes and learn from rough spots Remember what you want to accomplish and WHY IT MATTERS!!

  15. Additional Materials (in the Resource Package) • Ten Steps to Success • Bloom’s Taxonomy: Teacher Planning Kit • Questions at the Different Stages of Bloom’s Taxonomy • Possible Assessment Items • Ways to Show What You Know • Instructional webinar on Indicator Analysis • Differentiated Instruction • Differentiation (bullet points) • Differentiation (flow chart) • Tic-Tac-Tell for Stories • Tic-Tac-Tell for Facts • Novel Study Choice Board • Differentiated Assessment Continuum

  16. Mark where you fall on the Continuum. “Grades should be seen as a physical, not an autopsy.” ~Rick Wormelli (paraphrased) Exit Slip/ Feedback Micro-DI (b) Macro-DI (c) No DI (a)

  17. Mark where you fall on the Continuum. Circle the strategy you want to try. “Grades should be seen as a physical, not an autopsy.” ~Rick Wormelli (paraphrased) Exit Slip/ Feedback Micro-DI (b) Macro-DI (c) No DI (a)

  18. Mark where you fall on the Continuum. Circle the strategy you want to try. Your administrator can help you to set a goal, and identify supports needed. “Grades should be seen as a physical, not an autopsy.” ~Rick Wormelli (paraphrased) Exit Slip/ Feedback Micro-DI (b) Macro-DI (c) No DI (a)

  19. Thank You!

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