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

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

Risk-Takers Please?!

2012 International Clapping Competition

Why?

Criteria Based Assessment = Student Success

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

Room to Grow?

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.

Ten Birds

What’s on your mind? Exit Ticket

Whew! How are you doing??