DIFFERENTIATED ASSESSMENT:
A PRELIMINARY STUDY OF THE TIERED TASK DESIGN
By Yeo Buay Kee, Nanyang Girls’ High School
Topic:
1.
Looking at Ideologies of People of the East and the West through Eastern
and Western Architecture (Classical, Modern, and Post-Modern)
Background of Study
As we all know, students come from different backgrounds, and have different
interests and pace of learning. A teaching method that is suitable for some students
may be too easy or too difficult for others. The students’ ability to grasp the same
knowledge may differ from one another, thus their structure of knowledge would
also differ. Students would choose to work with different partners and use different
methods of cooperation. The learning outcome also varies from individual to
individual. Every student has to learn new strategies and adopt different ways to
apply these strategies. Students have different preferences for the classroom
environment and need different kinds of help to achieve their aims.
In the West, great importance is placed on Differentiated Instruction, and there
is no lack of reference material on the subject. Although translations of the
Western ability-based learning theory are available in China, there is no research
publication on the use of this method for teaching Chinese.
Our school attaches great importance to the Differentiated Instruction method.
On two occasions, the school engaged Dr Carol Ann Tomlinson, Ed.D., an expert on
Differentiated Instruction, from the University of Virginia, USA, to conduct lessons
for all the teaching staff. We were greatly enlightened by Dr Tomlinson, who
clearly introduced the basic theory of Differentiated Instruction, its guiding
principles, measurement tools and specific implementation strategy. This “Tiered
Tasks Design” study report is based on Dr Tomlinson’s theory of “Differentiated
Classroom”.
2.
Research Hypothesis
The “tiered tasks” method of Differentiated Instruction helps students to
improve their learning outcomes.
3.
Research Questions
a) When is it necessary and effective to conduct flexible group learning?
b) What methods should be used to design the tiered tasks?
c) When would the situation occur whereby some students would require more
time to learn the basic contents and skills while other students would be able to
do higher-ability tasks?
• Design tiered tasks according to the level of challenge/complexity.
d) With this task, can the students be requested to adopt different routes of learning
to achieve the same learning results?
• Design tiered tasks according to the routes of learning.
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e) With this task, can the students be allowed to present what they have learned in a
variety of ways?
• Design tiered tasks according to the students’ work.
4.
Research Theory
The theoretical basis for the Differentiated Instruction method are Benjamin
Bloom’s theory of Classification of Educational Objective, Howard Gardner’s
Theory of Multiple Intelligences and Carol Ann Tomlinson’s theory of
Differentiated Instruction. If the design of the tiered tasks emphasizes different
learning results, then you should first give some thoughts to what you want all the
students to learn (whether the learning results are to be related to the core questions
or to the molecule questions). If you base the design of tiered tasks on the process,
then you only need to understand what methods of learning the students prefer and
how they would like to present what they have learned.
4.1 Strategy of Tiered-Tasks Method
In a class where there are individual differences among students, the teacher
designs the tiered tasks based on the knowledge the students already possess, to
tailor the teaching activities to the individual needs of the students. Different students
will be taught the same key content of the course from different routes.
Theoretical basis: The learning process is based on knowledge which the students
already possess. The teacher conducts teaching in accordance with the levels of
preparation of the students and their individual learning styles. This is to avoid
creating anxiety or boredom in the students as a result of unsuitable learning tasks.
The teacher also provides successful experiences to enhance learner motivation.
4.2 Tiered Questions and Strategy of Assessment:
In classroom discussions and examinations, the teacher designs questions in
accordance with the preparation levels, interests and learning styles of the students.
Theoretical Basis: Students can obtain information and conduct a higher level of
thinking. Elementary questions suit some students, while those that require speedy
response, width and depth of thinking suit others. The sense of achievement in the
students and their motivation to learn can be enhanced when the teacher uses
different question types to assess their preparation levels and progress, and alter the
methods and content of the questions. During verbal discussions the students can
hear different types of answers and learn to regard different perspectives in a positive
manner.
Guiding Principles: Some compulsory questions and some “choice questions”
may be set. The teacher encourages the students to discuss with peers before
answering and requires them to explain and justify their answers. The level of
difficulty of the questions, their level of abstraction and of thinking may be adjusted
in accordance with students’ learning ability.
5.
Research Process and Methodology
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5.1 Target of Research:
Our target of research comprised 85 students from the Bi-culture class. They
were divided into three groups: 28 local Bi-culture scholars, 27 PRC (People’s
Republic of China) scholars and 30 randomly picked local non-scholars. Student
performances are mixed. Based on the first half-year’s average score for Higher
Chinese language, the group of PRC scholars scored the highest, followed by the
group of local scholars and then group of non-scholars. The highest mark was 92, the
lowest 69, with a difference of 23 marks. Generally speaking, there are differences in
terms of learning interests, inclination, ability, motivation and the superior aptitudes
in multiple intelligences. The Chinese standards of the students are high, middle
higher and middle. They are avid and serious in their learning attitude and active in
questioning, but had little knowledge of the ideologies of the people of the East and
the West.
5.2 Teaching Objectives
Through this teaching programme it is hoped that students would understand that
architecture is the concrete realization of the culture of a country/region, and that
they will acquire some knowledge about the characteristics of Eastern and Western
architecture and the similarities and differences among the classical, modern and
post-modern architecture of the East and the West. It aims to help students
understand that these differences originated in the inherent differences in
temperament, belief, value system, aesthetic inclination, spirit of innovation, material
culture, philosophical concept, thinking method, etc. It aims to help students
understand the relationship between architecture of the East and the West and their
people’s ideologies.
The tiered tasks design teaching method, which is specially tailored for students
of the Bi-culture course, is oriented towards developing different levels of readiness.
It stresses the cultivation of intelligence, combined abilities and spirit of exploration.
It aims to develop the knowledge-transfer ability of the students based on a
foundation of understanding, and to realize the teaching concept of
“teach-less-and-learn more”. This programme requires students to pick a subject of
interest by using the knowledge they acquired in the classroom, and to probe deep
into the differences between the cultures of the East and the West.
5.3 Preparatory Work
Before the course the teacher used both graphic material and text to help students
understand the influence the wine god Dionysus and the sun god Apollo had on
Westerners, and that of Confucianism and Taoism on the Chinese. These materials
were presented on the school’s website.
The teacher then guided the students in grasping the macro concept of culture
and major concepts such as ideology, which is defined as a body of thought which
directly and intuitively reflects the socio-economic conditions and political system of
a nation, including belief, value system and aesthetic tastes.
Variable teaching activities were designed for students in accordance with their
ability, preparatory level and learning preference. Students were divided into groups
of fewer than 5, in accordance with their interests and ability.
5.4 Class Duration: 3 hours
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5.5 Teaching Process:
A. Use of Motive
Beethoven’s Sixth Symphony and China’s Lofty Mountains and Running
Streams were played and students guided in sensing the differences: that the Western
symphony creates a sense of majesty, with an emphasis on the beauty of harmony,
hence the choice of musical instruments which create weighty sound. The Chinese
music is melodious and lyrical, hence instruments such as dizi, guzhen and pipa are
used to produce changes in tempo, rhythmic fluctuation and lyricism.
B. Learning Process:
(1) Classical Architecture of the East and the West
After music appreciation, the teacher changed the topic to the architecture of the
East and the West by using slides and texts of famous architecture, such as ancient
Greek temples, the Colosseum of Rome, Gothic-style Cathedrals, buildings from
Cultural Renaissance Period, those of Baroque and Rococo styles, Chinese imperial
palace, Suzhou Gardens, quadrangle complex, Earthen Buildings and houses in
Shanxi and Jiangsu.
While scanning the slides the teacher guided the students in an analysis of the
material, basic structure, social function, style and the artistic language of
architecture of the East and the West. The same discussion was held on the styles of
Western architecture of different periods.
(2) Style of Modern Architecture of the East and the West
Use of multi-media VCDs of representative works of modern architecture and a
simple introduction to the origins of these examples in the 19th century.
(3) Post-modernist Architecture Style
The teacher introduced representative buildings of post modernist architecture
while the students discussed the similarities and differences among classical, modern
and post-modern architecture, and how post-modernist architecture reflects the
spirits of contemporary times. The teacher provided a clue for comparison through
aspects like the use of material, decorative elements, form of architecture, function,
individual characteristics of the architects and so on. During the discussion, a music
composition by Tan Dun- a post-modernist music piece titled “Sky, Earth and Man”
was played to complement the learning experience.
C. Tiered Tasks -- Design and Assessment:
It is important to be distinctive in questioning and to provide guidance in the
process of answering and assessing student responses. The teacher designed
questions of different levels in relation to the students’ abilities and their superior
aptitudes in multiple intelligences. Students were allowed to discuss and report on
their experiences. The method of reporting was flexible, either in writing or in
summaries with graphics.
Design 1:
Nine questions were set in relation to essential questions:
Questions 1 to 3 were meant for non scholars, 4 to 9 for local Bi-culture scholars,
the mainland Chinese and Malaysian scholars.
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(1) Do a comparison of classical architecture of the East and the West from
aspects such as construction material, structure, social functions, artistic
language and style. (low difficulty. To test students in cognition,
comprehension and analytical power)
(2) Provide a gist of the similarities and differences among classical, modern and
post-modern architecture of the East and the West using graphics. (medium
difficulty. To test cognition, comprehension, analytical and integration
ability.)
(3) How does the design of space in architecture reflect differences in the belief,
systems and ethnic traits of people of the East and the West? (moderately
high difficulty. To test knowledge, comprehension, analytical and application
ability).
(4) How does modern architecture blend cultural elements of the East and the
West? Illustrate using Singapore’s architecture as example. (high difficulty.
To test analytical power, comprehension, collation of data, application and
evaluation abilities)
(5) How do differences in architectural value illustrate differences between the
aesthetic concepts of the East and the West? (high difficulty. To test
analytical power, comprehension and evaluation abilities)
(6) How does the use of construction material embody differences in the material
culture, philosophical concept and thinking method of the East and the West?
(high difficulty. To test analytical and reasoning powers, collation of data and
integration of information)
(7) How are the differences between the Ocean Civilization of the West and the
Yellow Earth Civilization of China reflected in architecture? (high difficulty.
To test comprehension, application, analytical, evaluation and integration
abilities.)
(8) Architecture is the embodiment of culture, while culture is the soul of
architecture. What causes the differences in architectural style of the East and
the West? (high difficulty. To test knowledge, comprehension, application,
analytical, evaluation and integration abilities)
(9) How do differences in architectural development reflect differences in the
innovative approaches of the East and West? Do the continuous changes in
Western architecture prove that Western civilization has a more innovative
tradition? Requirement: Write an article of not more than 500 words (high
difficulty. To test knowledge, comprehension, application, analytical,
evaluation and integration abilities)
Design 2:
Students chose a topic of interest with which to compare similarities and
differences between culture of the East and the West, anything about Western
sculpture, painting, fiction, poetry, table manners, fast food, song, orchestra, family
education, educational model etc, regardless of whether it is classical, modern or
post-modern.
Evaluation pointers for this exercise: Was the topic unique? Was there adequate
information? Has the material been gathered through multiple sources? Did the
student apply the information appropriately? Did the student know how to analyze,
conclude and compile statistics on information gathered? Was the content
enlightening and significant? Did the student adopt a critical approach? Did the
student raise constructive ideas? Was the language accurate and the structure
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complete? In the process, did the students display team spirit, how was work
divided? Did they have a variable way of sharing the results? How effective was
their oral presentation and how well did they tackle the questions asked by the
audience?
6.
Analysis of Performances
6.1 Tiered Tasks Design 1:
6.1.1 For question 1, the four groups systematically and clearly illustrated with
examples the fact that Classical Oriental architecture uses mainly wood while
their Western counterpart, rock. Oriental architecture is mainly horizontally
constructed with little regard for height while its Western counterpart,
vertically constructed soaring upwards. Regardless of style, the roofs of all
Western buildings were designed with care.
In the secular East, ancient buildings were mainly palaces of emperors;
in the West, they were meant for gods. Oriental architecture stresses
“Upturned Eaves and Flying Eaves” while its Western counterpart, columns
and roof top. All four groups got 70 marks.
6.1.2 A group of Gifted Class students high in visual and spatial intelligences used
graphics to compare differences among classical, modern and post-modern
architectures linking related points into a mind map. They concluded that
modern architecture reduces the differences between architecture of the East
and the West. Uniform building material, glass and form (as seen in
skyscrapers) feature in all buildings, resulting in a loss of individuality in
urban cities and bigger distance between man and nature. Yet the fusion
between cultures of the East and the West has resulted in more graceful and
practical architecture, which reflects a real cultural exchange. This group got
70 marks.
6.1.3 Two groups of competent non scholars chose the third question, in which the
Gifted Class got 85 marks while the other group, 76 marks. Although this is a
difficult question, the students could grasp the essence of the subject and
achieved superior performance. They felt that China focused on imperial
power while the West, on religious authority. Chinese building complexes
feature annexes built on the two sides of the main building, illustrating
elements of symmetry, which embodies strict hierarchical order in political
rule and in family relations, and ethnic characters such as moderation,
introverted trait and conservativeness. A common trait among residences and
palaces was enclosed space. In ancient China, the new rulers needed to create
a sense of awe in his subjects in as short a time as possible and hence wasted
no time in building large-scale palaces to establish their authority. There was
no regard for innovation.
To stress the powers of gods and the mystery of heaven, Western classical
architecture feature soaring buildings that shoot into the sky. The relation
between gods and human was the core idea, where the worship of gods
played a major part in people’ lives. The main thinking behind is a marriage
of gods and architecture in a belief of eternity. The main trait is open space
and solo unit, with skyward development trait and linked, perhaps, to the
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Westerners’ spirit of adventure.
6.1.4 It’s a pity no one chose the topic of how modern architecture blend cultural
elements of the East and the West.
6.1.5 Two groups of PRC students chose question 5 and obtained relatively lower
marks, 65 and 67. They could only summarily point out how differences in
architectural value affect the aesthetic inclinations of the East and West. They
noted that architects in the West are mathematicians while those in the East,
artists.
They failed to point out the importance of Fengshui in Chinese
architecture to seek prosperity and avoid disasters and why Chinese buildings
always face the water with mountains behind. Harmony with man and nature
was not mentioned.
Western architecture however stresses logic, mathematical proportions
and exploratory spirit. A look through the history of Western architecture
shows that the crucial aesthetic form is geometry. This applies both in world
famous churches in Italy and in gardening art.
6.1.6 No one chose questions 6 and 7: The choice of wood as building material by
the Chinese may be related to their agriculture-based economic mode and
their philosophy of “Unity of Man and Heaven” which seeks to be close to
nature and life. Confucianism with its emphasis on self-restraint and
gentleness seem to tally perfectly with the fine, solid and gentle nature of
wood. In contrast, the hunting tradition of the West has given rise to a psyche
which stresses “challenging nature”, and finds likeness in rock which is
austere, tough and robust. The Westerners’ search for truth and wisdom and
the desire to conquer nature is brought out by their preference for rock. The
Ocean Civilization which originated in Greece has an expanding element,
while China’s Yellow Earth Civilization tends towards inner depth and
consolidation. Hence the high and enclosing walls of imperial palaces,
temples and residences. The boldness in the thinking of Westerners led to
open-style cities such as the ancient city of Athens. Buildings in Western
countries are large and open and streets open out onto squares.
6.1.7 All the Bi-culture scholars chose question 8 and got 70 to 78 marks. This
question basically encompasses questions 1, 3, 5, 6 and 7. The group had
good analytical powers and a broad view of the issue and managed to score
middle high results.
6.1.8 Two groups of PRC scholars chose question 9 and got 90 and 92 marks. They
concluded from historical data that there have been few changes in the
architectural style and material of Eastern architecture, while there were
distinctive changes at every developmental stage in Western architecture.
From the first batch of temples built in the ancient city of Athens onwards,
European architectural style changed rapidly in structure and material. The
conclusion reflected the creativity and acceptance of changes in Western
culture more than Eastern culture.
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6.2 Tiered Tasks Design 2:
6.2.1 Students chose their topics of interest on culture of the East and the West. 85
students were divided into 29 groups, with 26 groups giving reports which
had depth and unique views. Six out of the best eight reports were made by
scholars. The good reports included “Looking at Culture Differences from
Enterprise Management in the East and West”. They gave concrete examples,
were perceptive and critical. In “A Glimpse of Chinese Ink Painting And
Western Oil Painting” they rejected the common idea of Chinese painting
being expressive and Oils being realistic. In “A Comparison Between Ballet
and Tang Court Dance” they showcased the aesthetic values in the two art
forms with an analysis of dance step, costume and music. Overall the
scholars chose subjects of a wider scope while the non-scholars were more
interested in familiar subjects related to daily living, such as family
education, communication, etc.
6.3 Tiered Tasks Design 1 Graph:
Three groups of students chose different questions and got 73, 75 and 73.2 marks
respectively, 13 marks higher than what they got in the first common test.
The graph below indicates:
Y=-0.0546 + 73.9710
X being level of difficulty of questions
The difference is a negligible 0.0546. The difference in the average marks of the
students is smaller than that in the combined test.
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6.4 Tiered Tasks Design 2 Graph:
From the results it is obvious that students picked what was of interest to them.
The average results of the three lots of students were 70.1, 73.3 and 72.5
respectively. In comparison, the average marks of the three lots in the first combined
text were 61.6, 62.4 and 57.5
The graph below compares the results from two assessments. 0 represents
common test questions while 1 represents questions of interest. The slanted line
across the graph indicates that interest helps to raise results at an average of 11.5
marks.
6.5 In terms of learning results, it can be seen that students who were weaker had
better chances of performing better and could experience a sense of success
with Tiered Tasks Design.
6.6 Through Tiered Tasks Design, the students actively explored questions and
solutions and had a better understanding of the culture of the East and the West.
6.7 Tiered Tasks Design also enables an objective assessment of students’ ability to
collate information as well as their linguistic and analytical abilities.
7.
Teacher Reflections
7.1 Students reported that this programme has enabled them to better understand the
inherent differences between culture of the East and the West and the potential
conflicts that might arise from such differences. They feel this could help in
their ability to assimilate and reconcile differences among people.
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7.2 The best 8 essays from Tiered Tasks Design 2 will be shared in the class. It is
hoped that through questioning by others, there could be interesting
brain-storming, which could be mutually enlightening and enriching. Students
will have a deeper understanding of the cultural ideologies of people of the East
and the West.
7.3 Through my exchanges with the students and through the reading of their
reports I was impressed by the depth, breadth and sharpness of their thinking
ability and analytical powers. It was evident that their curiosity was keenly
aroused and their learning potential stimulated. Not only did they perform better
but they really gave me a sense that their ability has been greatly enhanced.
7.4 How to assess and give marks fairly in Tiered Tasks Design is an aspect that
requires deeper discussion. As educationists, we should welcome challenges.
We should encourage students to explore subjects beyond their intelligences
and gradually work towards success.
7.5 For Tiered Tasks Design, the teacher should first ensure students grasp key
concepts if they are unable to grasp the content in full. This will give them a
better idea of the framework of the topic at hand and better prepare them for
future endeavours.
7.6 Tiered Tasks in Differentiated Learning allows us to design tasks according to
the degree of challenge and complexity. Flexible and effective group teaching
according to students’ abilities is crucial. Students will be able to obtain the
desired learning outcome via the path best suited to the group.
7.7 Tiered Tasks Design is time consuming and demanding on the teacher.
Cooperation with a team of teachers will definitely be beneficial as the load will
be lightened.
8.
Conclusion
With elaborate planning, Tiered Tasks Design is definitely able to enhance the
learning results of students. Aspects such as a fairer system of assessment and
flexibility in grouping are issues which require further discussion.
9.
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References:
Carol Ann Tomlinson,Ed.D , Differentiating Instruction: Challenge and Support
for Every Learner, University of Virginia,2004
Diane Heacox’s《差异教学－帮助每个学生获得成功》(Differentiated Instruction
–Help Every Student To Be Successful. Translated by Yang Xijie and published
by Zhongguo Qing Gongye Chubanshe，2004.
Howard Gardner’s Frames of Mind: The Theory of Multiple Intelligences, New
York: Basic Books, 1993
Anita Woolfolk Hoy’s Instructional Leadership: A Research-Based Guide to
Learning in Schools.
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