1. Belize Study Tour
DIFFERENTIATED ASSESSMENT
PRAIRIE VIEW A&M UNIVERSITY
TEACH
ALVIN COLLINS, M. ED
SANDRA DILWORTH, M. ED
SHERYL JEFFERSON, M. ED
OCTOBER 30, 2014
2. AGENDA
Welcome
What Is Differentiation?
What is Differentiated Assessment?
Knowing The Learner
Know, Do and Understand
Application
Wrap
4. What is Differentiated Assessment?
Differentiated assessment is an ongoing process through which
teachers gather data before, during, and after instruction from
multiple sources to identify learner’s needs and strengths. Quality
Educational Programs, Inc. (2009)
6. Differentiation Assessment
Teacher Reflection
Ask, yourself, “Am I teaching so that students will
learn or am I teaching just so that I can cover the
required material?” (Rick Wormeli, 2006)
Student Reflection
Student reflection is very important.
8. Differentiated Assessment
Formative Assessment
Assessment FOR learning, not OF
learning
An on-going process used during
instruction
A “snapshot” vs. a “photo album” of
assessment (Jay McTighe)
11. Questioning Formative
Assessment Strategies
Ask a question; have every student respond
Make a Connection
Turn’n’talk
Stop’n’Jot
QuickWrite
One Minute Essays
Four Corners
Pinch Cards
12. Make a Connection
After a mini-lecture, class discussion, text reading,
video, or PowerPoint…
Have students make their own connections and share
with the class:
–Compare two characters, two books, two authors’ styles…
–Note a sequence
–Predict a future outcome
–Recognize a cause or effect
–Make a text-to-self, text-to-text, text-to-world connection
–Suggest a character’s motivation
13. Turn and Talk
“Whoever explains learns” David Sousa
•Provide multiple opportunities for
students to explain what they are
learning
•Guide assigned “Learning Partners” to
interact through a daily (Turn’n’Talk).
14. Stop n Jot
Stop n Jot can be a very useful strategy in order to monitor text that
you are reading. It’s very simple and doesn’t take much time. All
you do is take one of the sentence stems listed below and finish it off
with your own thought regarding what you have read. By doing this,
you are focusing your attention onto the text and self-evaluating to
make sure you’re not confused.
•I think…
•I can picture…
•I wonder….
•I predict…
•I understand…
•I don’t get…
•If I was (character), I would…
•This reminds me of….
•I hope…
15. Pinch Cards
On a large notecard, write four levels of understanding
in student friendly terms, one on each corner. At any
time during the lesson, ask students to PINCH their level
of understanding on the card and hold them where
you can see them.
I could teach this. I’ve almost got it
I’m a bit confused. I’m lost.
16.
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18. What’s Next
DARE TO DIFFERENTIATE
Group Activity
(One hour)
Group Presentations
(One hour)
19. PRAIRIE VIEW AND BELIZE UNIVERSITIES
ARE UNITED FOR QUALITY EDUCATION
FOR A BETTER WORLD
20. References
Chapman, C. and King, R.(2005).Differentiated
Assessment Strategies: One Tool Doesn't Fit All.
Thousand Oaks, CA: Corwin Press.
Curwin, R. (2014). Can Assessments Motivate?
Educational Leadership, 72(1), 38-40.
Marzano, R. (2000). Transforming Classroom Grading.
Alexandria, VA: ASCD.
Tomlinson, C. (2009). Differentiated Assessment
Strategies: Identifying Learners’ Strengths and Needs.
San Pedro, CA: Quality Educational Programs, Inc.
