Brain Research

Classroom Climate

Assessment
Knowing the Learner

Strategies

Differentiated Assessment

Differentiated Assessment
Differentiated assessment is an ongoing process through which teachers gather data before, during, and after instruction from multiple sources to identify learners needs and strengths (Chapman & King, 2005 p. xix) Assessment is an essential component of a differentiated classroom. Information gathered before, during and after instruction is used to inform the teaching and learning progression of any given skill or concept.

Strategies

Feedback

Tools

Resources

Content

Brain Research
Chapman & King (2005) highlight the importance of knowing how the brain functions to help increase and improve assessment for all students. Information Processing and Memory Working Memory Is key to student success because working memory is what allows us to store several pieces of information while we try to solve a problem or complete a task. Through modeling and instruction we can teach strategies to improve working memory which can have a positive correlation on assessment activities.

Function of the Brain

Chapman & King (2005) suggest that we assist the brain by helping students to:
Make connections to the material they are working with Learn to organize and categorize information Understand the importance of different information Analyze, summarize and evaluate Use memory strategies to recall information Transfer ideas and information from one situation to another Metacognition teach students to think about their thinking Use authentic assessment tools Be engaged by using novel strategies

Function of the Brain

Creating A Climate for Assessment

To create a climate for assessment we pay attention to the physical environment of the classroom and take into account students environmental preferences.
We encourage students to take risks as learners and coach them in knowing that making mistakes is an essential part of the learning process.

A students emotions and how they are feeling can have a significant impact on assessment.

We encourage students to believe in themselves.

We motivate students to learn and see the value in assessment.

Climate

Knowing the Learner

We can gather information about the learner using a variety of tools. It can help to determine students strengths and weaknesses and to know how to draw on those strengths to reach their full potential in assessment situations. When getting to know the learner we want to learn about a students environmental preferences, intelligence preferences, cultural background, gender and personal factors that shape them as learners.
When we know are learners we can differentiate assessment by giving student choice in how they are assessed (cubing, choice boards), allowing students to express what they have learned through different modes (projects, contracts) and by showing students the power of self-assessment.

Intelligences

Intelligences
We want to differentiate assessment by choosing strategies and tools that encompass varied intelligences. Having students complete intelligence preference activities can provide valuable information for the student and the teacher and can help you to plan meaningful assessment opportunities.

Howard Gardners Multiple Intelligences

Assessments can be constructed with the learners strongest intelligences in mind.

(Chapman & King, 2005 p. 31)

Gregorcs Thinking Styles

Assessments can be constructed with the learners natural strengths and abilities in mind.

(Chapman & King, 2005 p. 33)

Discussion Break:
Please take time to meet in groups of 3 -5 to .. Summarize key points Add your own thoughts Pose clarifying questions Brainstorm and be prepared to share assessment strategies that would be a fit for each of the intelligences and abilities

Assessment Before Learning

The use of informal and formal pre-assessment tools provides us with a multitude of information regarding a students strengths, weaknesses, interests, readiness and emotion toward upcoming concepts. We can use that information to help us plan instruction accordingly.

Assessment

Pre-Assessment Activities
Chapman & King (2005) recommend the following pre-assessment activities: Ponder and Pass Gold Goal Band

Response Cards
Show-and-Tell Variations Observation Brainstorming

Knowledge Base Corners

Content Knowledge Boxes Content Surveys Formal Pre-assessment

Assessment

Assessment During Learning

Assessment during learning is seen as the ongoing process of collecting information to inform the teaching and learning progression of any given concept or skill. Teachers use the acquired information to provide feedback and guide the redesign of their instruction while students use the information to align their learning methods. From this assessment teachers can deliver feedback that advances learning as well as activating students understanding of where they are in the learning process and their role in moving that learning forward (self-assessment).

Assessment

Assessment Activities
Chapman & King (2005) recommend the following assessment activities to learn about a students progress:
Baggie Tools

Double Duty
Musical Notes

Cash In
A Bump in the Road Sticky Tabs Dots, Stickers, and Stars

Observation

Assessment

Assessment After Learning

In a differentiated classroom we want to create classrooms where students thrive on success and see themselves as learners. We want to create an environment that allows students to recognize and value the learning process. If students learn in an environment where they are encouraged and supported to be more interested in the process of learning versus finding the right answer they will be less likely to fear failure. This notion is vital to the learning process as the fear of failure becomes counterproductive in any learning progression and especially during assessment. Postassessment can be viewed as a celebration of what new knowledge has been gained, a time for self-assessment and an opportunity to go back to gain further knowledge with a particular skill or concept.

Assessment

Post-Assessment Activities
Chapman & King (2005) recommend the following informal and formal postassessment activities to see if a student has reached specific learning goals:
Questioning Blooms Taxonomy For Comprehension Assessment Tests Journals Rubrics Portfolios Checklists Centers, Labs and Stations

Manipulatives Projects Problem-Based Anecdotal Cubing Journals Choice Boards Graphic Organizers

Assessment

Discussion Break:
Please take time to meet in groups of 3 -5 to .. Summarize key points Add your own thoughts Pose clarifying questions

Discussion Break:
Please take time to meet in groups of 3 -5 to consider and answer the following questions..

1. Why is it important to assess before, during and after learning? 2. What constitutes effective differentiated assessment?

Commitment to Best Practice

In thinking of what we have learned and where you are in your practice and comfort level: What goals could I establish as my commitment to the expansion of differentiated assessment in my practice? What further learning will I require? What technology will I require? What will support look like? Timelines for the work.

References
Chapman, C., & King, R. (2005). Differentiated assessment strategies: One tool doesnt fit all. Thousand Oaks, CA: Corwin Press. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.