Running head: DIFFERENTIATED ASSESSMENT Differentiated Assessment Joseph Zokaitis Ashford University EDU673: INSTRUCTIONAL STRATEGIES FOR DIFFERENTIATED Dr. Angela Dallas April 29, 2019
DIFFERENTIATED ASSESSMENT 2 Differentiated Assessment Differentiated assessments are essential to an educator’s ability to gauge what their students need. Assessments are differentiated in order to reach all students and compile data to effectively set goals and ensure students learn in the best setting as possible. Differentiation help to zero in on the learning profile a student has and continued use of assessments will demonstrate any kind of adjustments needed throughout the year. It is also essential to decide if the assessments are aimed towards an Assessment of Learning, Assessment for Learning or an Assessment as Learning. Assessment of learning yields summative information after the learning has occurred. The purpose of assessment for learning is to inform the instructional process, to let the teacher know when or how to adjust the content or strategies. Assessment as learning is a move toward greater learner independence, as learners take on greater responsibility, using assessment to direct their learning and to develop metacognitive evaluation skills ("Assessment Strategies,”. n.d., Chapter 6). The lessons and units of instruction end in a summative assessment which will gauge how much the students retained during the learning process. With summative assessments (standardized assessment) the assessments are standardized and does not have the ability to differentiate. As the year goes on it is important to remember that the data collected through the assessment can also lead to a Response to Intervention in order to give the students the boost they require throughout the year. With Progress monitoringassessments are also present in MTSS. These assessments are given periodically to determine if the student is progressing toward the targeted goals with the intervention provided
DIFFERENTIATED ASSESSMENT 3 and can be used as a record in determining if more intense intervention is needed ("Assessment Strategies,”. n.d., Chapter 6.4). Identify the Common Core State Standard being assessed for mastery CCSS.MATH. CONTENT.3. G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
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- Fall '10
- Educational Psychology, Formative assessment, Summative assessment, Educational assessment and evaluation, Differentiated Assessment Strategies.