ASSESSING Differentiated instruction

1. ASSESSING Differentiated instruction Brian Keller & Michelle Harbin

2. INTRO • Please read the statement on the next slide and look at the pictures. • Decide if you agree or disagree with the statement above the pictures. • Then line up in a single line based upon how strongly you agree or disagree with the statement. Strongly agree Neutral Strongly Disagree

3. Statement:They all won

4. Talk to your fold partner • Explain to your partner why you went to the area you chose on the agree/disagree spectrum • What criteria did you use to make that choice? http://pathwayshealth.blogspot.com/

5. Session Objectives • Understand that useful differentiated instruction can be assessed using learning goals (U) • Understand that some differentiation is informally assessed (U) • Analyze and/or create an assessment that can be used to more formally evaluate differentiated instruction (D)

6. agenda • Introduction • Content • Application/collaboration

7. GRading • When you assess students on differentiated tasks, use the same scoring criteria for all. This should measure - and FOCUS on - the KUD for the task. • That way all students see that they are responsible for the same knowledge, understandings, and skills -Cindy Strickland, Grading Webquest

8. Back to the kud • Know • Understand • Do • KEY FOR ASSESSMENT: Everything has to lead to the understanding

9. As you design your assessment and its levels of mastery, think about… • THE KNOW: To what extent do students show a mastery of unit facts, vocabulary, definitions, and people? • To what degree is their use of facts, vocabulary, definitions, and people accurate and appropriate? • How deep is their knowledge? • How broad is their knowledge? (If it goes beyond the scope of the unit, that may indicate advanced mastery)

10. As you design your assessment and its levels of mastery, think about… • THE UNDERSTAND: To what degree do they appropriately and correctly incorporate the “big ideas” or key principles of the unit? • How sophisticated, creative, detailed is their understanding of unit principles? • Have they identified additional principles that might apply, beyond those of the current unit? (possible indicator of advanced mastery)

11. As you design your assessment and its levels of mastery, think about… • THE BE ABLE TO DO: To what degree can students identify and perform the skills embedded in the unit? • To what extent and at what level of expertise? • Do they/can they use these skills in isolation and/or in combination? • Do they show evidence of more advanced skills key to the task, yet not focused on in the current unit of study? (indicator of advanced mastery)

12. Let’s go back • At the beginning of the session, if we had told you the following: • Students were taught key concepts of health and fitness, ways to prepare for a race. (K) • Training for a race incorporates implementation of a fitness regiment and exercise plan. (U) • Compete in a race after implementing a training plan. (D)

13. Would your answer to the opening question change? I WON!! (At least according to the assessment expectations!!) • Criteria for evaluation: • Each participant submits a training plan that emphasizes key concepts • Each participant competes in a race after following the training plan

14. If You Are still not sure where to start with Grading: • Continue your DI journey by differentiating activities that are not graded or are graded only for completion. Kids will be less likely to worry about what others are doing. • Continue your DI journey by differentiating for learning profile and or interest – there seems to be less at stake for kids when they get to choose according to those “flavors” of differentiation. Work up to differentiation by readiness. -Cindy Strickland, Grading Webquest

15. If You Are still not sure where to start with Grading: • Make it a choice for kids to do the most appropriate and challenging assignment for them. • We do eventually want all kids to be able to make the right decisions about their needs – but we need to train them to do so. One way to do this is to have them practice choosing! -Cindy Strickland , Grading Webquest

16. If You Are still not sure where to start with Grading: • Ask advanced kids to do the appropriate assignment, give them serious feedback about how they did, but give them an A for the project if you feel that’s what they would have gotten on the “grade level” assignment. • (You would need a way to indicate in your records which assignments were differentiated.) -Cindy Strickland , Grading Webquest

17. Activity • Each person choose one of the examples in the folder provided. Individually complete the following: • Read the KUD • Look at the assessment • Answer these questions about your example: Does the assessment clearly evaluate the understanding? If so, how? If not, why? • Next, share with your group the example you looked at.

18. Create your own • ASSIGNMENT: Using a current assessment of your own that you brought or using a DI activity you would like to create an assessment for: • Write the KUD • Come up with three things that would show the product addresses what is on the KUD • Begin creating a scoring tool http://blog.mkf.org/2010/05/

19. Before you go • Whip around: • Think of one word that describes your understanding of assessing DI • Share your word as we close

20. references • Strickland, Cindy. “Double, Double, Toil & the Trouble with Grading, With sincere apologies to Shakespeare.” Webquest, 12 Dec 2012. • Thank you to Lisa Plichta, Bill Allen, Julia Gawron and Kristin Abbott for contributing DI assessments.