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Role of Assessment in a
Differentiated Classroom
Nanci Smith
Key Principles of a Differentiated Classroom
•• AssessmentAssessment and and instructioninstruction are are inseparableinseparable..
Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD
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Assessment in a Differentiated Classroom
• Assessment drives instruction. (Assessment information helps the teacher map next steps for varied learners and the class as a whole.)
• Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends. (Pre-assessment, formative and summative assessment are regular parts of the teaching/learning cycle.)
• Teachers assess student readiness, interest and learning profile.
• Assessments are part of “teaching for success.”
• Assessment information helps students chart and contribute to their own growth.
• Assessment MAY be differentiated.
• Assessment information is more useful to the teacher than grades.
• Assessment is more focused on personal growth than on peer competition.
Pre-Assessment
• What the student already knows about what is being
planned
• What standards, objectives, concepts & skills the
individual student understands
• What further instruction and opportunities for mastery
are needed
• What requires reteaching or enhancement
• What areas of interests and feelings are in the different areas of the study
• How to set up flexible groups: Whole, individual,
partner, or small group
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RATE YOUR KNOWLEDGE
Use the following descriptions to rate your understanding of the terms below:
1. I’ve never heard of this term
2. I know something about the term, but don’t know how to apply it to mathematics.
3. I understand the meaning of the term and can apply it to mathematical problems on my own.
*****************
Mean ____________________ Line of Best Fit______________
Median __________________ Correlation ________________
Weighted Average________ Range_____________________
Normal Distribution ____________
Bimodal Distribution____________
Skewed Distribution____________
Flat Distribution________________
Adapted from Teaching Reading in Mathematics, Barton & Jordan, McRel, 2001
Directions: Complete the chart to show what you know about Functions.
Write as much as you can.
Definition Information
Examples Non-Examples
Functions
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WORDS
Integers
PICTURE
THINKING ABOUT ON-GOING ASSESSMENT
STUDENT DATA SOURCES
1. Journal entry
2. Short answer test
3. Open response test4. Home learning
5. Notebook
6. Oral response
7. Portfolio entry8. Exhibition
9. Culminating product
10. Question writing
11. Problem solving
TEACHER DATA MECHANISMS
1. Anecdotal records
2. Observation by checklist
3. Skills checklist4. Class discussion
5. Small group interaction
6. Teacher – student conference
7. Assessment stations8. Exit cards
9. Problem posing
10.Performance tasks and rubrics
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Assessment Strategies to Support Success
1.Whip Around: Assessment)• Teacher poses question
• Students write response
• Students read written responses rapidly, in specified order.
• Teacher takes notes
• Develop closure / clarification / summary
2. Status checks: (Assessment)• Thumbs up/thumbs down/ wiggle palm
• Colored cards (red, green, yellow)
• Windshield
–
3. Quartet Quiz: (Assessment)
– Teacher poses question
– Students write/prepare response
– Students meet in quads and check answers
– Summarizer reports, “We know/ We wonder”
– Teacher records on board
– Closure/clarification/next steps
Assessment Strategies to Support Success
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4. Jigsaw Check: (Review/Assessment)
• Teacher assigns students to groups of 5-6
• Teacher gives each student a question card, posing a Key understanding question
• Students read their question to group
• Scorecard Keeper records # of students for each question who are:
• Really sure
• Pretty sure
• Foggy
• clueless
• Students scramble to groups with same question they have/prepare solid answer
• Go back to original groups, share answers
• Re-read questions
• Re-do scoreboard
• Report before and after scoreboards
Assessment Strategies to Support Success
Directions: Complete the chart to show what you know about Ratios.
Write as much as you can.
Definition Information
Examples Non-Examples
Ratios
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Squaring OffWhole Group Assessment
1. Place a card in each corner of the room with one of the following words or phrases that are effective ways to group according to learner knowledge.
Rarely ever Sometimes Often I have it!
Dirt road Paved road Highway Yellow brick road
2. Tell the students to go to the corner of the room that matches their place in the learning journey.
3. Participants go to the corner that most closely matches their own learning status and discuss what they know about the topic and why they chose to go there.
Yes/No Cards
Using a 4x6 index card the student writes YES on one side and NO on the other.
When a question is asked the students hold up YES or NO.
1. Ask the students if they know the following
vocabulary words and what they mean.
2. Call out a word. If a student is holding a YES they may be called on to give the correct answer.
3. Remind them that if they don’t know the words it is OK because they will be learning them.
4. You can do the same thing with conceptual
ideas, etc.
YES
NO
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Thumb It!• Have students respond with the position of their
thumb to get an assessment of what their current understanding of a topic being studied.
• Where I am now in my understanding of ______?
Up Sideways DownI know a lot I know some I know very little
Fist of Five
Show the number of fingers on a scale, with 1 being lowest and 5 the highest. Ask, How well do you feel you know this information?
5. I know it so well I could explain it to anyone.
4. I can do it alone.
3. I need some help.
2. I could use more practice.
1. I am only beginning.
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Journal Prompts for Ongoing Assessment
A. Write a step by step
set of directions,
including diagrams
and computations, to show someone who
has been absent how
to do the kind of
problem we’ve worked with this week.
B. Write a set of directions for someone who is going to solve a problem in their life by using the kind of math problem we’ve studied this week. Explain their problem first. Be sure the directions address their problem, not just the computations.
Exit Cards
List
• 3 things you learned
today
• 2 things you’d like to
learn more about
• 1 question you still have
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Exit Cards
Explain the difference
between an expression and
an equation. Give some
examples of each as part of your explanation.
READINESS
What does READINESS mean?
It is the student’s entry point
relative to a particular
understanding or skill.C.A.Tomlinson, 1999
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BRAIN RESEARCHReticular Activating System: RAS = “Toggle Switch”
No ChallengeModerate ChallengeExtreme Challenge
DepressionAchievementBurnout
Carbohydrates/DairyProteinsCarbohydrates
Off DutyIn ControlOut of Control
Sleep / Relaxation
(depression)
Problem SolvingFlight / Fight
Brain StemCortical arousalLimbic aroused
Cold (EEG – sleeplike)Mild (EEG)Hot (EEG)
LOWMIDDLEHIGHOnly one of these three states is activated (aroused) at a time:
“Certain motivational states which interfere with learning condition are especially
dangerous: anxiety and boredom. Anxiety occurs primarily when teachers expect too much from students; boredom occurs when teachers expect too little.” – Howard Gardner
Learning only happens when the toggle switch is in the middle position
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WHAT ZONE AM I IN?
Too Easy On Target Too HardI get it right away… I know some things… I don’t know where to start…
I already know how… I have to think… I can’t figure it out…
This is a cinch… I have to work… I’m spinning
my wheels…
I’m sure to get an A… I have to persist… I’m missing key skills…
I’m coasting… I hit some walls… I fell frustrated…
I feel relaxed… I’m on my toes… I feel angry…
I’m bored… I have to re-group… This makes no sense…
No big effort needed… I fell challenged… My effort doesn’t pay off…
Effort leads to success…
THIS is the place to be!
THIS is the ACHIEVEMENT ZONE!
Middle Schoolers Answer the Question, “What Does it Feel Like When Classes Move too Slowly?”
Itry my best to pay attention, but it can be really hard. I try to copydown absolutely everything so I can maybe learn something.
I always play with my shoes.I read ahead in the book.I draw tanks and airplanes.I make up complicated math problems.I figure out a 20 factorial.I plan out my day.I color my nails with my pen.I plan my after-school activities.Sometimes I try to answer a question and explain things in a different
way so we can move the class forward, but it make teachersmad sometimes.
One thing my sister taught me to do is to listen to music in my head,or to think back to a movie, to its funny parts.
I write lyrics to songs in my head.When I had braces, I used to play with my braces, and I had braces
for four years!
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Some Elementary Students Answer the Question, “What’s it Like When You Feel Lost in Class?”
I feel scared. Sometimes I try to listen harderbut mostly it doesn’t work.
I get mad.I want to go home and watch TV.After a while, I give up.I wish the teacher would know how I feel and would help me.I feel dumb.I don’t like the subject very much.I tell myself maybe I will get it tomorrow.I daydream.Sometimes I get in trouble.I play with my hair. My mom doesn’t like when I do that.I wish I was smart.
Key Principles of a Differentiated Classroom
•• Goals of a differentiated classroom are Goals of a differentiated classroom are maximum growthmaximum growth and and individual successindividual success..
Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD
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What is a Grade????“…a grade (is)…an inadequate report
of an imprecise judgmentof a biased and variable judgeof the extent to whicha student has attainedan undefined level of masteryof an unknown proportionof an indefinite amountof materials
Paul Dressell,Michigan State University
To Untangle the Grading Knot
We need to consider two elements:1) Best practice grading2) Grading issues of particular
concern in a differentiated
classroom
Unless we understand both (and their interrelationship) we’ll stay tied in a knot!
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Principles of Effective Grading & Reporting
Principle #1
• It’s unwise to over-grade
student work
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To Avoid Over-Grading
• Never grade pre-assessments
– Students have had no opportunity to learn
• Grade on-going assessments sparely
– Students need opportunity to practice, analyze work,
& learn from errors in a safe context
• Use summative assessments as primary data for grading
– Make sure assessments are squarely focused on the
criteria specified to students
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Principles of Effective Grading & Reporting
Principle #2
Grades should be
based on clearly
specified learning
goals
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Clear Learning Goals Are:
• Known to the student and teacher throughout the learning cycle
• Essential rather than tangential or trivial
• The unambiguous focus of assessments
• The focus of feedback
Principles of Effective Grading & Reporting
Principle #3
Grades should be
criterion-based,
not norm-based
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Concerns: Normal Curve
• Assumes aptitude and performance
are normally distributed
• Forces a particular set of scores into a normal distribution
Transforming Classroom Grading by Robert Marzano
In Norm-Based Grading Systems
The Human Factor Suffers:
• There will necessarily be winners and losers competing for scarce rewards.
• The implications for learning environment are predictably negative.
• The outcomes for both struggling and advanced learners carry high negatives as well.
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In Norm-Based Grading Systems
Clarity of Communication Suffers
• A student might receive an “A” for being the best performer in a group of low performers. An “A”thus becomes the “best worst.”
• A student might make a “C” despite quality work because the group of students is so strong. A “C” then begins to mean, “Knows the stuff, but doesn’t look so great compared to
the others.”
Using a Criterion-Base for Grading
• Makes the meaning of grades clearer
• Removes the need for
winners and losers
• Helps align instruction
& grading
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Principles of Effective Grading and
Reporting
Principle # 4
Data used for grading
must be valid (measure
what we intend to measure).
That is, the data must be free
of “Grade Fog.”
Measure What you Mean to Measure
• If you want to determine a student’s ability
to demonstrate the relationship between
density & buoyancy, results shouldn’t be
clouded by:
– Lack of proficiency in writing in English
– A missing name on a paper
– Difficulty following directions
– Rewards for unused bathroom passes
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Product Descriptor
ATTRIBUTESPTSParts
Product DescriptorResearch Report - Written
o relevant to the research findings
o clear and easily interpretedGraphics
(optional)
o correct spelling and punctuation
o proper syntax and grammarMechanics
o include all bibliographic sources
o use approved guidelines and styles
o include other sources, as needed
References
o brief, concise, clear, factual
o supported with evidence
o accurate and complete
Conclusion
o summarize major findings
o explain relevance of data
o review the method of investigation
o anticipate questions of the reader
Discussion
o present information objectively
o organize information clearly
o use short, simple sentences
o highlight major points
o link subtopics with transitions
Body
o introduce the topic and purpose
o specify question or hypothesis
o explain significance of the study
o give overview of the report
Introduction
ATTRIBUTESPTSParts
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Title
CharacteristicsPts.
Parts
Validity
Accuracy
Insight
Clarity
Curriculum / Rigor
CharacteristicsPts.
Criteria
Principles of Effective Grading and
Reporting
Principle # 5
Grade later in the
learning cycle
rather than
earlier.
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Save Grades and Tests for Last
When grades become too important, learning is equated with knowing how to get high grades.
Kids, especially the academically able, sharpen their skills at figuring out what the teacher or the test writer thinks is right.
When grades and tests are emphasized, the idea that knowledge is a way to figure out who you are may become so lost as to sound strange. Learning as a worthwhile pursuit in and of itself is diminished.Independent thinking is diminished. Critical thinking is weakened, not strengthened.
Grades and tests have to be in any discussion of involving students in
learning, but because of the grave risks involved in emphasizingthem, they ought to be last on the list of ways to involve students.
Adapted from Korbin, D. (2004). In there with the kids (2nd Edition). Alexandria, VA:Association for Supervision and Curriculum Development, p. 148.
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All learners need
a balanced success
to effort ratio
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Struggling
Learners:
Heavy Effort
Little Success
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Applying the Same Grading Standards (2of 2)
The debilitating effects of such a system
are not hard to imagine. Although most
students with disabilities consider the
traditional grading practices used in
general education classes to be fair
(Bursuck, Munk, & Olson, 1999; Vaughn
Schumm, Niarhos & Gordon, 1993),
they feel helpless to achieve higher
grades and yet blame themselves for
their low grades (Shelby & Murphy,
1992). As a result, these students lose
confidence in their abilities, tend to give
up on academic pursuits, and are at
high risk of dropping out of school
(Zigmond & Thornton, 1985).
Tom Tom Tom Tom GuskeyGuskeyGuskeyGuskey
Advanced
Learners:
Great Success,
Little Effort
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“Unless the highly able must also struggle in order to grow, education has not appropriately defined or operationalized excellence in schools. When students stand for extended time in spaces with ceilings of expectation that are too low, the students’ capacity is bent, misshapen and malformed, exactly as their bodies would be if encased in spaces with ceilings too low for their stature. The twin threats of perfectionism and lethargy are spawned when a child comes to believe that that which is easy is exemplary.”
Carol Tomlinson
Roeper Review, June 1994
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Martha Stewart’s Bed
Quality Continuum of Bed-making
•All covers,
sheets, and pillows are
placed on
bed, off floor
•Sheets and
spread are smoothed
on bed.
• Pillows are
placed at
head of bed.
•Sheets
tucked in. Spread even,
neat.
•Pillows
fluffed, and
symmetrically placed.
•Bedskirt
even.
•Bedsteads dusted.
•Sheets changed
weekly.
•Hospital corners
•Covers & bedskirt
changed
seasonally.
•Covers, bedskirt,
pillows arranged
formally, even.
•Pillows sized
from smaller to
larger, front to
back, & arranged
symmetrically,.
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Product Cards and Quality Rubrics
• Standards of excellence progress along a
continuum to allow for personal growth
and improvement
• Students assigned a standard for
performance that provides appropriate
challenge
• Some elements of performance are
same/similar for everyone
Tiered Assignment Criteria for a Formal Speech to Inform or
Persuade
Oral Presentation I
Responds to learning goals, “big ideas” presentedContent
Major points reviewed, conclusion presentedSummary
To support major points, limitedUse of Artifacts
Sustained eye contact with audience, formal posture, natural
gestures and expressions, clear and well-paced voice, confident volume
Body Language
Major points supported with details/examplesBody of Speech
Topic described in general terms, major points outlined/emphasized, audience involved
Beginning
Purpose introduced, impetus for project explainedIntroduction
AttributesParts
Tomlinson modification of Curry and Samara: Curriculum Guide for the Education of Gifted High School Students 1991
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Tiered Assignment Criteria for a Formal Speech to Inform or Persuade
Oral Presentation II
Responds to learning goals, “big ideas” presentedContent
Major points reviewed, call to action or ask for acceptance of concepts/beliefs/positions
Summary
To support major points, selections are appropriate/illustrativeUse of Artifacts
Sustained eye contact with audience, formal posture, natural
gestures and expressions, clear and well-paced voice, leader level volume, poised and comfortable appearance
Body Language
Major points supported with details/statistics/examples, intermittent summarizations, audience involved with content
Body of Speech
Topic described in general terms, major points outlined/emphasized, audience involved
Beginning
Purpose introduced, topic described, impetus for project
explained, project outline reviewed
Introduction
AttributesParts
Tiered Assignment Criteria for a Formal Speech to Inform or Persuade
Oral Presentation III
Responds to learning goals, “big ideas” presented, draws connections to personal lives or to other disciplines
Content
Major points reviewed, call to action or ask for acceptance of concepts/beliefs/positions, creativity and power of thought in final points/appeal
Summary
To support major points, intermittent use, selections are
appropriate/illustrative
Use of Artifacts
Sustained eye contact with audience, formal posture, natural gestures and expressions, clear and well-paced voice, leader level volume, poised and comfortable appearance
Body Language
Major points supported with details/statistics/examples,
intermittent summarizations, transition statements link major points, audience involved with content, artful use of language, insightful connections/conclusions
Body of Speech
Topic described in general terms, major points outlined/emphasized, audience involved
Beginning
Purpose introduced, topic described, impetus for project
explained, project outline reviewed, expected outcomes discussed
Introduction
AttributesParts
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The Unspoken Effect of Grades
For some students, the certainty of praise
and success in school has become a drug;
they continually need more.
For many other students, year upon year of
“not good enough” has eroded their
intellectual self-confidence and resulted in
a kind of mind-numbing malaise.
Earl, L. (2003). Assessment as learning. Thousand Oaks, CA: Corwin, p. 15.
The one thing that matters is the effort.
It continues, whereas the end to be attained
Is but an illusion of the climber,
As he fares on and on from crest to crest;
And once the goal is reached it has no meaning.
-The Wisdom of the Sands
A Guide for Grown-Ups: Essential Wisdom from the Collected Works of Antoine de Saint Exupery
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I’m proud of you for the timesyou came in second,
or third, or fourth,
but what you didwas the best you had ever done.
The World According to Mister Rogers: Important Things to RememberFred Rogers, Hyperion Publishing, New York, p. 39
Set goals for each childthat can be achieved with high effort, and reward their attainment.
Hard Work and High Expectations: Motivating Students to Learn. Tommy Tomlinson (Ed.),
Office of Educational Research and Improvement, U.S. Department of Education, p. 217
