AN OVERVIEW OF FORMATIVE

ASSESSMENT AND DIFFERENTIATED

INSTRUCTION

COLLEGE AND CAREER READY

STANDARDS IMPLEMENTATION

(TEACHING AND LEARNING)

Effective implementation of CCRS requires

effective use of formative assessment for

instructional planning as well as differentiating

what goes on in the classroom so that students

have multiple options for taking in information,

making sense of ideas, and expressing what they

learn.

Know what formative assessment

is and what it is not.

Know what differentiated

instruction is and what it is not.

? BEGINNING

We are in the awareness phase of formative assessment.

EMERGING

We are beginning to implement formative assessments on a

limited basis.

DEVELOPING

We are implementing formative assessments, but we need

assistance.

ADVANCING

We are successfully implementing formative assessments in all

classes at our school.

LET’S READ ABOUT IT

The Lay of the Land:

Essential Elements of the Formative

Assessment Process

Make note of any ideas that stand out to you.

Formative assessment is a process used by

teachers and students during instruction that

provides feedback to adjust ongoing

teaching and learning to improve students’

achievement of intended instructional

outcomes (CCSSO, 2006).

QUIZ

TIME

IS THIS FORMATIVE ASSESSMENT?

The teacher provides students with an open-ended question related to a concept they are studying and asks the students to identify the information or details necessary for a response to demonstrate full understanding of the concept. A list of these details is recorded on the board. The teacher then provides students with examples of several student responses that were given by students in previous years. The students are asked to analyze the responses and to determine if the responses show full understanding, partial understanding, or no understanding of the concept. Students must justify their answers. As this thinking is shared, the list of details or supports necessary for a response to the question is further refined until a set of criteria emerges that students can use to self-assess and peer-assess their responses to the question.

_____

In this example of formative assessment the

teacher is provided with information about student

learning and the process used to gather that

information also requires students to reflect on their

own learning. This activity provides the teacher with

information about how well the students understand the

concept and how best to demonstrate that

understanding. To fully participate in the activity,

students must reflect on their own level of understanding

as they analyze the work of others and provide reasons

why they think there are gaps in understanding.

During a unit on photosynthesis, the teacher

administers a weekly quiz that addresses all

of the material covered for the week. The

quizzes are supposed to motivate students to

study for the summative unit as well as

provide students with a sample of the types of

questions they may encounter on the unit

test.

______

In this example, the the teacher does not use the evidence from the quizzes to adjust instruction, nor does the teacher provide direction to students for them to think meta-cognitively about their own learning. The only information the students receive is a score for the number of correct answers. This is an example of ongoing summative assessment, not formative assessment.

VIDEO

TIME

BREAK BE BACK

IN 10

MINUTES

What is Differentiated Instruction? To differentiate instruction is to RECOGNIZE students

varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively.

It is a PROCESS to approach teaching and learning for students of differing abilities in the same class.

The intent of differentiating instruction is to MAXIMIZE each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

What is Differentiated Instruction?

Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

- Carol Tomlinson (2001)

Differentiation Instruction (DI)

Individualized Instruction

Different Reading Assignments

Taught Skill Practice

Tailoring the Same Suit of Clothes

One-Size-Fits-All Instruction Does NOT Reach All Learners

Student Centered

Multiple Intelligences

Learning Styles

Blend of Whole-Class, Group and Individual Instruction

Flexible and Responsive

Learners of Multiple Abilities CAN BE Educated Together

PROACTIVE

“NOT” “IS”

Content How do I plan my lessons to make sure my students get it?

Determine the Ability Level of Your Students

Survey Past Records, Look at Their Cums

Align Tasks and Objectives to Learning Goals

Survey Student Interests

Interest Inventories, Interview/Conference, Respond to Open-Ended Questionnaire with Questions

What are Your Students Multiple Intelligences & Learning Styles?

What are Your Student’s Preferences and Motivators?

Instruction is Concept-Focused and Principle-Driven

Brain-Based Research

Know YOUR Students

Use Reading Materials at Varying Readability Levels

Put Text Materials on Tape Use Spelling/Vocab. Tests at

Readiness Levels of Students

Use Reading Buddies Meet with Small Groups to

Re-Teach an Idea or Skill for Struggling Learners, or Extend the Learning

Use all of Bloom’s Taxonomy

How to? Examples:

GALLERY WALK

KINESTHETIC

TACTILE

VISUAL

AUDITORY ENGLISH

LANGUAGE

LEARNERS

GIFTED

SPECIAL

EDUCATION

TECHNOLOGY

GALLERY WALK OBJECTIVES

Grades K-5

Grade 5 Standard

Compare and contrast

two or more

characters, settings, or

events in a story or

drama, drawing on

specific details in the

text.

Grades 6-12

Grade 9 Standard

Analyze a particular

point of view or

cultural experience

reflected in a work of

literature from outside

the United States,

drawing on a wide

reading of world

literature.

REVIEW

GAME

COLLEGE AND CAREER READY

STANDARDS IMPLEMENTATION

(TEACHING AND LEARNING)

Effective implementation of CCRS requires

effective use of formative assessment for

instructional planning as well as differentiating

what goes on in the classroom so that students

have multiple options for taking in information,

making sense of ideas, and expressing what they

learn.

EXIT SLIP 3-2-1

Please write:

3 things you learned

2 things you will implement

1 thing that you still have a question about.

THANK

YOU