Differentiating Assessment
We are all different when it comes to life and learning. In the classroom a teacher may find Amadan with his nose in a book while Suzu is gathering and organizing a group to work on a project. There are vast differences in our digital literacy as well as our EQ (emotional quotient). We all need adjustments and adaptations to support peak performance. In relation to classroom assessment, consider modifying the content, process, and product. Here are a few suggestions.
Control the amount of vocabulary: Change a 4 part multiple choice question to 2 choices and make sure your question stems are fully comprehensible. For example:
When only the smallest part of the moon is visible, the moon is in which phase?
A. waning phase B: new moon phase
Original question: When only a small part of the moon is visible, the moon may be in its… The distractors also included C: first quarter D: closing stage
Embed frequent formative assessments: Pre-assess before teaching so that you know where to begin. If you don’t have student clickers try Plickers as a way for students to post their individual answers to questions. Use technology such as Zaption to stop a video and check for understanding before moving forward. Prior to the summative test, students can write summary statement or respond to review questions on Padlet where gaps in understanding quickly become evident.
Provide multiple ways to show learning: Use alternatives to traditional selected choice and essays. Provide choice boards where students can select ways to earn points through alternative strategies that best meet their needs. In this example students select strategies that add up to 10 points (points may be adjusted)
| 2 Points | 4 Points | 8 Points |
| Make a word cloud using unit vocabulary. | Explain three main ideas from the unit to a Martian. | Prepare a technology-based presentation that summarizes the unit. |
| Prepare flash cards that another person can use to review. | Use illustrations and words to explain a key concept. | Create a cartoon about the key ideas of the unit. |
| Construct a picture dictionary of 5 new words from the unit. | Write and perform a 30 second public service announcement about your topic that includes 5 words from the unit and an urge to action. | Write a mini-test that includes (types of Q’s) and measures the 4 targets that we reviewed at the beginning of the unit. |
What’s worked for you? Please add your ideas for differenting assessment.
2 Comments
Erin Keser
July 1, 2015at 11:02 amHi Laura,
I love the idea of providing students with alternatives to traditional assessments, As we all know, not all of us are test takers so providing differentiated assessments helps reach out to all learners. Authentic assessments are a great tool for teachers to use because it provides students with several outlets to demonstrate their knowledge. I also feel that controlling the vocabulary or complexity of the questions is another way to differentiate instruction. For students with learning disabilities, such as ADHD, simplified questions are a great way to differentiate for them.
Stacey
July 2, 2015at 12:00 amHi Laura,
I love your suggestions on diffrentiating assessments. I will be sure to try Plickers and Zaption during my student teaching. I use to constantly stop videos to make sure the students were comprehending the material but with the added technology piece, the lesson can be more engaging and interactive.
I agree on using alternative assessments to meet students’ needs. When I taught an unit on muscles for anatomy and physiology, I gave the students three options, they could make a concept map, write a poem/song, or create a flip book to describe the steps of a contraction. The students all had to use the same vocabulary words and describe each step but could use whatever platform that they wanted to express their understanding. The students enjoyed the assignment and I was rewarded with wonderful creations of understanding.
For differentiating material for EEL students, I found that simplier language, reduced options, and images worked well. For example, during EEL biology, we had the students make a concept map describing photosynthesis, using pictures instead of words. The students could convey meaning without being stressed about how to spell hard to grasp words. Also using simple language during experiments and tests, helped the children understand the assignment. We had the students read aloud the passages and then had them answer the questions in their packets. Also, using reduced choices on exams helped the students as well. Instead of five options for multiple choice, they instead had three. In addition, using word banks also seemed to help the students as well, since the answer was right in front of them. This took the stress of memorizing the correct spelling of the word away. The students still had to know the meaning of the term but did not had to memorize it completely.
I think differentiation is key to student understanding. Each child is different and we need to find ways to best meet their learning needs. I love all your recommendations and plan to include them when I am teaching in the fall. Thank you for all the knowledge you have imparted on us, I plan to use the skills you taught us and place them into action, to help my students achieve their personal bests.