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Assessments in the Differentiated Classroom

“Readiness” November 11, 2009 Periods 1-6 2:20-3:00. Assessments in the Differentiated Classroom. Survey Results. Based on the data collected in October, staff indicated the following as the greatest challenges to planning and implementing differentiated instruction:

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Assessments in the Differentiated Classroom

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  1. “Readiness” November 11, 2009 Periods 1-6 2:20-3:00 Assessments in the Differentiated Classroom

  2. Survey Results Based on the data collected in October, staff indicated the following as the greatest challenges to planning and implementing differentiated instruction: • Readiness (22) 4. Product (17) • Learning Profile (21) 5. Flexible Grouping (16) • Process (19) Strengths included: • Process (6) 4. Flexible Grouping (5) • Interest(6) 5. Content (5) • Product (6)

  3. I typically preassess my students by… When I was a student, Ipreferred to be assessed by Please complete Please complete When I don’t preassess my students I have found that… In my upcoming unit I might Try to preassess by… Not yet!!!! Not yet!!!!

  4. “Assessment is today’s means of understanding how to modify tomorrow’s instruction.” Carol Tomlinson

  5. The first question to ask is… "Who are my students??"

  6. WHAT CAN BE ASSESSED? READINESS LEARNING PROFILE INTEREST • Areas of Strength • and Weakness • Work Preferences • Self Awareness • Interest Surveys • Interest Centers • Self-Selection Content Knowledge Skills Concepts

  7. Skills • Who are your students and what are their skill levels? • Consider researching past performance: • Final Exams/Achievement Series • External Assessments (PSATs) • MAP-R scores (will provide RIT and Lexile) • Anecdotal information • Possible Resources: • My MCPS • Gateway • Check for IEPs, 504 plans, etc.

  8. “Assessment should always have more to do with helping students grow than with cataloging their mistakes.” Carol Tomlinson

  9. When Do You Assess? Most teachers assess students at the end of an instructional unit or sequence. When assessment and instruction are interwoven, both the students and the teacher benefit. In a differentiated classroom assessment is ongoing.

  10. On-going Assessment:A Diagnostic Continuum Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure)

  11. Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure) Preassessment (Finding Out) On-going Assessment:A Diagnostic Continuum Feedback and Goal Setting Pre-test Graphing for Greatness Inventory KWL Checklist Observation Self-evaluation Questioning Conference Exit Card Peer evaluation Portfolio Check 3-minute pause Quiz Observation Journal Entry Talk around Self-evaluation Questioning Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

  12. Readiness Theorizing Preassessments Questioning Formulating

  13. Provides data that can determine options for students to take in information, construct meaning, and to demonstrate understanding of new information. Helps teachers anticipate differences before planning challenging and respectful learning experiences Assists with constructing flexible grouping patterns. Helps determine which students are ready for advanced instruction. Allows teachers to meet student where they are: Interests Experiences Passions Preassessment Is...Any method, strategy or process used to determine a student’s current level of readiness or interest in order to plan for appropriate instruction.

  14. Preassessment Techniques

  15. SOME THOUGHTS ON ASSESSMENT Assessment refers to what happens on a daily basis in the classroom. “…ways to use instruction to inform next steps” …continual feedback that helps students progress over time. “Assessment-Instruction Cycle” used to beinstruct, instruct, instruct, then assess now assessment and instruction are interwoven Students should be learning to self-assess, make adjustments, and improve performance. Not helping students gauge their performance can be costly to them. We need to give students models for what we are asking them to do.

  16. I typically preassess my students by… When I was a student, Ipreferred to be assessed by Based on what you just learned take a minute or so to complete the bottom clouds. Be prepared to share with your neighbor. Please complete Please complete When I don’t preassess my students I have found that… In my upcoming unit I might Try to preassess by… Please complete Please complete

  17. Peer Observations • Three required by April, 2010 • Observed lessons should reflect • integration of strategies/concepts • presented throughout the year. • Formsavailable on T-shared

  18. Ticket to Leave Summarizer: In order to guide future presentations rank your top three challenges to planning and implementing differentiated instruction. Feel free to still include “readiness”. Questions: If you have additional questions or concerns note these as well. (Don’t forget to include your name so I can get back to you!) Please leave it on the table before you leave. Thank you!

  19. Resources Diane Heacox Differentiating Instruction in the Regular Classroom Carol Ann Tomlinson How to Differentiate Instruction in Mixed-Ability Classrooms http://www.saskschools.ca/curr_content/constructivism/how/preassessment.html http://www.wilmette39.org/DI39/DIPA/DIPA2.html http://www.wilmette39.org/DI39/assess.html#2 http://www.flaguide.org/cat/minutepapers/minutepapers1.php http://www.montgomeryschoolsmd.org/curriculum/enriched/giftedprograms/docs/ppts/Assessment.ppt

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