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Enhancing Learning through Effective Assessment in Diverse Classrooms

In diverse classrooms, assessment is vital for both Understanding by Design (UBD) and Differentiated Instruction (DI). UBD emphasizes purposeful teaching, enabling teachers to tailor lessons to students’ readiness and interests. DI focuses on individual goals crucial for student development. Assessments must reflect multiple measures and align with learning goals; they serve to gauge declarative, procedural knowledge, and disposition. These practices challenge outdated beliefs about grading, advocating for pre-assessments, ongoing feedback, and student self-reflection to enhance learning outcomes.

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Enhancing Learning through Effective Assessment in Diverse Classrooms

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  1. Chapter 5 Considering Evidence of Learning in Diverse Classrooms

  2. 1. Assessment is a critical feature of both UBD and DI. Explain why this is the case for each model separately as you understand them. Explain how assessment links the two models. UBD- In using assessments teaching can become more purposeful and focused. Teachers can make modifications for their students’ readiness levels, interests, and learning preferences. DI- Helps students focus on individual goals that are important for development of each learner.

  3. 2. What are the big ideas implicit on each principle? The Three Principles are: Consider Photo Albums Versus Snapshots: Multiple measures are essential because no one test can do it all. No test should be the sole criterion for any decision. A teacher can use a portfolio or data folder to measure student growth Match the Measures with the Goals: An assessment must provide an appropriate measure for a given goal. Declarative Knowledge- what students should know and understand Procedural Knowledge- what students should be able to do Disposition- what attitudes of habits of mind students should display Form Follows Function: What are we assessing? Why are we assessing? For whom are the results intended? How will the results be used Diagnostic- pre-assessments Formative- ongoing assessments Summative/Evaluative- what has been learned

  4. 3. What common teacher beliefs and practices do these guidelines challenge? Four Classroom assessment Practices • Assess Before Teaching • Pre-assessments- so teacher is informed of students’ varying learning needs. • Offer Appropriate Choices • Allow some choices-but always with the intent of collecting needed evidence based on goals • Provide Feedback Early and Often • Effective Feedback System- (1) be timely, (2) be specific, (3) be understandable to the receiver (4) allow for adjustment. Too many educators consider grades and scores as “feedback” • Encourage Self-Assessment and Reflection • Students need to figure out how “they” learn the best

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