help identify student’s needs and to help improve learning

Tomlinson (2009) described differentiated assessment as an ongoing process through which teachers gather data before, during, and after instruction from multiple sources to identify learners’ needs and strengths. In a quality class that is built on the foundation of differentiation, the teacher will infuse a constant stream of assessments (before, during, and after) to help identify student’s needs and to help improve learning. 

Use the information in your text and from the following websites and video to explore definitions, explanations and examples of pre-assessments, formative assessments, and summative assessments.

• Differentiated strategies for assessment.

• 25 quick formative assessments for a differentiated classroom.
   
• What is Differentiated Assessment? 

Instructions

After viewing the resources:

• Explain the role of assessment as it applies to theoretical foundations of differentiated instruction. 
• Describe how assessment can be created that evaluates a student’s true knowledge without bias towards language barriers, learning differences, or cultural differences. 
• Choose one differentiated assessment strategy (either pre, formative, or summative) from the course text (or from the recommended websites or video) and present a rationale for using the assessment to meet the needs of diverse learners and how it will be used to drive future instruction. 

Second Assignment

 

This week you will use what you’ve learned to create a summative assessment for the unit plan you created, using one of the strategies from your PLC blog, and with the classroom environment you’ve outlined in Week Two. 

This summative assessment must include:

1. Common Core State Standard being assessed for mastery (it can be the same one you used in Week Four’s assignment).
2. A unit goal that aligns with the Common Core State Standard: 
   The students will (Measurable Verb) by (A specific outcome with a specific tool) with ___% accuracy.
   • Measurable – How will mastery be measured? (e.g.: Classify, discriminate, create, construct, defend, predict, evaluate, etc…). Be sure to avoid subjective words such as know, understand, learn, or appreciate.
   • A specific outcome – what will students do to demonstrate mastery? (e.g.: skill or knowledge that has been gained to as a result of this unit).
   • Measurable progress – What tool will be used to measure mastery (e.g.: project, journal, test, etc.)
   • Proficiency Level – What is an acceptable level of achievement to demonstrate mastery? 

3. Three Formative Assessments – Using the three day lesson plan outline from the unit plan, create a formative assessment for each day that:
   • A unique differentiated teaching strategy for each day’s lesson.
   • Addresses multiple intelligences. 
   • Considers student’s different learning styles. 
   • Explains how the assessment results will be used to drive instruction. 

4. Summative Assessment: Using the summative assessment outline from the unit plan, create a summative assessment that appraises mastery of the Common Core State Standard and the Unit Objective. It must include:
   • Directions to complete the assessment written using vocabulary and terms geared towards your identified student population.
      
   • A rubric that clearly details how each part of the assignment will be graded.
   • Addresses multiple intelligences and various learning styles.

The assignment should be a minimum of five pages in length and must include reference to the course text and one additional research (scholarly article or online resource) in creating the formative/summative assessment. The assignment must be cited in proper APA format. A title and reference page must be included.