Differentiated
Assessment
“…today’s means of modifying
tomorrow’s instruction…”
-Carol Ann Tomlinson
Western Carolina University
August 1, 2011
“When somebody hands you a glob of kids, they don’t hand you a matched set.”
- Carol Ann Tomlinson
Differentiating Assessment____________________________________________________________
Differentiated Instruction
Principles of Effective Differentiation (Non-Negotiables)
Respectful
Tasks
HighQuality
Curriculum
Flexible
Grouping
Continuous
Assessment
Supportive
Learning
Environment
Teachers Can Differentiate (Elements of Curriculum and Instruction)
Content
Process
Product
According to Learner Differences
Readiness
Interests
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Anchors
Learning Profile
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Differentiating Assessment____________________________________________________________
Differentiated Assessment Guidelines
(from Differentiated Assessment for Middle and High School Classrooms, Blaz, 2008)
Guidelines:
1. Assess daily.
2. Be formative whenever possible: a temperature check not just to measure knowledge but to give
feedback.
3. Ask students to apply the knowledge and skills gained in basically the same way they practiced
that knowledge/skills. There should be a clear match between the expected outcomes of a unit
and the tasks provided as the assessment.
4. Be timely; make results quickly available to the student.
5. Extend knowledge, rather than merely measure it.
6. Never surprise students. Tell them what they will learn, how to learn it, and how they will know
they have learned it. No pop quizzes, no surprise categories. Test what was taught following the
same manner in which it was practiced.
7. Have clear criteria (checklist/rubric) that communicate how students will be assessed.
8. Be authentic. Students should be asked to perform in as close to a real-life situation as possible
in the classroom.
Assessment should be linked to
 the method of performance.
 student learning styles.
 the level of cognitive ability (Bloom’s or another).
 student skill level.
Differentiated Assessment
 is not just a test at the end of a unit. It is ONGOING. Its purpose is to screen and identify
those who need assistance or to help plan instruction. It provides feedback for both teacher and
student.
 reflects student learning, achievement, motivation, and attitudes on instructionally relevant
classroom instruction.
 provides multiple ways for students to demonstrate their learning: tests (individual as well as
partner/group tests), observations, interviews, self-evaluations, and many other formats to be
discussed in this section.
 identifies both what is right and what is wrong, and suggests how to fix what is wrong.
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“Become an assessment junkie. Everything that a student says and does is a
potential source of assessment data. Assessment should be an ongoing process,
conducted inflexible but distinct stages, and it should maximize opportunities
for each student to open the widest possible window on his or her learning.”
-Carol Ann Tomlinson
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Differentiating Assessment____________________________________________________________
Assessment-Three Types
(from training with Carol Ann Tomlinson, March 18, 2008)
“Assessment and instruction are inseparable.
It is today’s means of understanding how to modify tomorrow’s instruction.”
“Assessment always has more to do with helping students grow
than with cataloging their mistakes."
-Carol Ann Tomlinson
Pre-Assessment is any method, strategy, or process used to determine a student’s current level of
readiness or interest in order to plan appropriate instruction. Pre-assessment…
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provides data to determine options for students.
helps determine differences before planning.
helps teachers design activities that are respectful and challenging.
allows teachers to meet students where they are.
identifies starting points for instruction.
identifies learning gaps.
makes efficient use of instructional time.
Formative Assessment is a process of accumulating information about a student’s progress to help
make instructional decisions that will improve his/her understanding and achievement levels.
Formative assessment…
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depicts a student’s life as a learner.
is used to make instructional adjustments.
alerts the teacher about student misconceptions - “early warning signals.”
allows students to build on previous experience.
provides regular feedback.
provides evidence of progress.
aligns with instructional/curricular outcomes.
Summative Assessment is a means to determine a student’s mastery and understanding of
information, skills, concepts, or processes. Summative Assessment…
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should reflect formative assessments that precede it.
should match material taught.
may determine a student’s exit achievement.
may be tied to a final decision, grade, or report.
should align with instructional/curricular outcomes.
may be a form of alternative assessment.
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Differentiating Assessment____________________________________________________________
Differentiated Assessment: Pre-Assessment
(from Differentiated Assessment for Middle and High School Classrooms, Blaz, 2008)
(from Differentiated Instructional Management, Chapman and King, 2008)
Pre-Assessment
Pre-Assessment: A formal or informal test administered to pinpoint what
the learner knows about an upcoming standard, skill, topic, or
concept. The teacher analyzes the data to identify each student’s
background knowledge, prior experiences, abilities, interests, and
attitudes in relation to the new learning.
The most useful pre-assessment data is gathered 1-2 weeks prior to
planning the unit. This gives the teacher time to analyze each
student’s strengths and needs for the upcoming unit. This type of
assessment is crucial because the results are used to plan lessons for
individuals in the differentiated classroom. By identifying strengths and
weaknesses ahead of time, the teacher works smarter, not harder.
Instructional Benefits of Using Pre-Assessment
 Reveals the student’s knowledge base related to the upcoming topic or skill.
 Pinpoints the learner’s knowledge on standards, concepts, and objectives.
 Reveals specific needs for re-teaching, grade-level instruction, or enrichment.
 Reveals student’s interests, talents, attitudes, likes/dislikes, feelings/emotions.
 Guides the teacher in selecting or designing the most appropriate instructional strategies
to accommodate identified individual and group needs.
Teacher’s Role
 Pre-assess students 1-2 weeks prior to new unit of study.
 Decide how pre-assessment tools will optimize planning for individual needs.
 Plan lessons and activities for individuals and small groups based on their current
knowledge levels.
 Use pre-assessment as a promo for an upcoming topic or skill.
 Develop a repertoire of formal and informal pre-assessment tools, and let the data
needed determine which tool to use in any given situation.
Student’s Role
 Show what you know and what you do not know so you can learn more.
 Search your memory bank to reveal experiences to link to the lesson.
 Share personal knowledge and experiences related to the topic on the assessment.
 Realize any negative experience you had with a topic or skill in the past can be replaced
with a positive experience.
 Identify areas of interest to explore during the upcoming study.
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Differentiating Assessment____________________________________________________________
Pre-Assessment: Reflecting on the Students
(adapted from training with Carol Ann Tomlinson, March 18, 2008)
Study Your Students…Get to Know Them…Risk Connecting with Them
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What do I want to know about my students as individuals? As a group?
What do I already know?
How well do they read? Write?
How well do they understand when they listen?
What’s hardest for them in school?
How do they feel about their peers?
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How do their peers feel about them?
How does their culture affect their learning?
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How does gender affect them?
What do they already know about what I plan to teach?
What are their dreams?
What are their interests?
How do they work best?
What kind of adult support do they have outside of school?
What experiences do they have that enable them to relate to what we study?
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What attitudes do they have about learning? About school?
“To respect the dignity of young people means taking them seriously as whole human beings, not just
as students. Who are these young people? What do they bring to school in terms of social and cultural
experiences and identities? How old are they, and what expectations do school and society have for
people that age? What is around them in terms of media messages, living conditions, community
resources, and so on? Questions like these help us to see whole persons rather than just students in our
classrooms. And when we do that, the door to respecting their dignity is opened.”
- James Beane, A Reason to Teach
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Differentiating Assessment____________________________________________________________
Pre-Assessment Tools
(from Differentiated Assessment for Middle and High School Classrooms, Blaz, 2008)
(from Differentiated Instructional Management, Chapman and King, 2008)
Pre-assessment is used to determine student readiness (prior knowledge and interests) and make
decisions on how to differentiate the idea, concept, process, or unit. Because such assessments do
NOT reflect student mastery of content, they are NOT to be used to grade students.
Pre-assessments include, but are not limited to
 KWL charts
 Teacher-made pretests
 Checklists
 Observations of students
 Conversations/conferences with individual students
 Directed questioning
 Results from the previous year’s state mandated tests
 Visual organizers like mind maps or webs
 Graphic Organizers
 Tic-Tac-Toe Boards/Choice Boards
 Multiple Intelligence Surveys
 Learning Styles Inventory/Profiles
 Interest Surveys
 Grades from previous years
 Brainstorming
 Color Clusters
 Squaring Off
 Journals
 Paper Pass
 Frayer Diagram
 Walkabouts
 Response Cards: Yes/No Cards, Like/Dislike cards
 Writing Prompts/Samples
 Body Signals: Stand Up, Sit Down; Thumb It; Fist of Five
Examples of Verbal Responses
 I know…
 I want to learn…
 I do not know…
 I know some about it…
 To improve I need to…
 I need…
 I like…
 I do not like…
 I am afraid of…
 I look forward to…
 I hope I get to learn…
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Differentiating Assessment____________________________________________________________
Paper Pass (Pre- or Formative Assessment)
(from Differentiated Instructional Strategies, Gregory and Chapman, 2005)
This activity uses several large pieces of chart paper.
1.
Place a different subject heading about your new unit on the top of each
piece of paper (depends on the number of topics you want to pre-assess).
Pass the
Paper!
2.
Each group gets a different colored marker.
3.
Each group brainstorms and writes down what it knows about its topic.
4.
The group passes the paper to the next group (pre-determine this).
5.
The second group reads all that has been written.
6.
The second group writes down what else it knows about the topic.
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The second group passes the paper to the next group to add to its sheet.
8.
The last group finishes its brainstorming and passes the paper back to its home group.
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The last group takes the information and groups it according to the information on the sheet.
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Each group can determine its grouping or have pre-determined grouping suggestions.
11.
Each group shares and then posts all the papers.
Pre-Assessment of Student Interest
(adapted from training with Carol Ann Tomlinson, March 18, 2008)
Directions: This puzzle is about you, your interests, and
hobbies you may like to do.
On each piece of the puzzle, write things that you like to do
in your free time.
You can add more pieces if you would like and can give
additional information on the back of the puzzle pieces.
The most important single factor in the learning process is the relationship
between a teacher and a pupil, and this critical relationship-not strategies
or instructional tactics-provides the basis for effective instruction.
William Bender (Council for Exceptional Children)
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Differentiating Assessment____________________________________________________________
Interest Survey
(adapted from training with Carol Ann Tomlinson, March 18, 2008)
NAME: _________________________________________
1. What types of TV programs do you like to watch? Why?
2. What hobbies do you have? How much time do you spend on your hobbies?
3. If you could have anything you want, what would you choose? Why?
4. Tell about your favorite game.
5. What kinds of movies do you like to see? Why?
6. Tell about a vacation you would like to take.
7. What is your least favorite activity or subject in school? Why?
8. What is your favorite activity or subject in school? Why?
9. What kinds of things have you collected?
10. What kinds of books do you like?
11. What are your favorite magazines?
12. What parts of the newspaper do you look at/read?
13. What is your first choice about what to do at home when you have free time?
14. If you could talk to any person alive, who would it be? Why?
15. What three (3) questions would you ask this person (in #14)?
16. Imagine that you could invent something to make the world a better place. Describe the invention.
17. What is something you can do really well?
18. Tell me something else about yourself that you would like me to know.
Math Interest Survey
(adapted from training with Carol Ann Tomlinson, March 18, 2008)
NAME: _________________________________________
1. How do you feel about math?
2. Do you think you are good in math? Why? Why not
3. What are you best areas in math?
4. What are your weakest areas in math?
5. Do you think it is important to be good in math? Why? Why not
6. What do you think are characteristics of students who are good in math? Why?
7. What do you do when you come to a math problem you can’t solve?
8. How do you use math outside of class?
9. What do you like to do most when you have free time?
10. What else should I know about you to teach you effectively this year?
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Differentiating Assessment____________________________________________________________
Pre-Assessment: At My Best
(adapted from training with Carol Ann Tomlinson, March 18, 2008)
Thinking about your strengths and best features, please answer the following:
1.
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7.
8.
9.
10.
A positive thing people say about me is:
When I’m feeling great at school, it’s probably because:
A dream I have for myself is:
A thing I like spending time on is:
Something that captures my imagination is:
The best thing about my family is:
My strength as a learner is:
What I can contribute to the classroom is:
A thing I wish people knew about me is:
I’m proud of:
Pre-Assessment-Frayer Diagram
(adapted from training with Carol Ann Tomlinson, March 18, 2008)
Directions
Complete the chart to show what you know about ASSESSMENT. Write as much as you can.
Information
Definition
Assessment
Non-examples
Examples
“SELF” Report Card
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Differentiating Assessment____________________________________________________________
Your View on Assessment
My favorite way to
be assessed is…
I know that I have really
learned something when…
NAME
________________
I typically assess
students by…
When I think about assessing
students, I have learned that…
Why do you assess? Take a moment to think about the reasons you assess
students and jot your reasons below.
How do you assess? Take a moment to think about how you assess your
students. List some ways you assess in the space below.
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Differentiating Assessment____________________________________________________________
Formative Assessment
Catherine Garrison & Michael Ehringhaus
Formative Assessments are
For Learning — The purpose of formative assessment is to enhance learning…not to allocate
grades. Summative assessments are designed to allocate grades. The goal of formative
assessment is to improve; summative assessment to prove.
Embedded in Instruction — Formative assessments are considered a part of instruction and
the instructional sequence. What students are taught is reflected in what they are assessed.
They produce
Non-threatening Results — Formative assessments are scored but not graded. Students mark
their own work and are encouraged to raise questions about the assessment and the material
covered by the assessment.
Direct and Immediate Feedback — Results of formative assessments are produced on the
spot; teachers and students get them immediately. Teachers get a view of both individual and
class performances while students learn how well they have done.
Structured Information — Teachers can judge success and plan improvements based on the
formative results. Students can see progress and experience success. Both teachers and students
learn from the assessment results.
Ways to Improve — Summarized formative results provide a basis for the teacher to re-visit
topics in the unit if necessary. Individual student responses provide a basis for giving students
additional experiences in areas where they performed less well.
A good analogy for this is the road test that is required to receive a driver's license. What if, before
getting your driver's license, you received a grade every time you sat behind the wheel to practice
driving? What if your final grade for the driving test was the average of all of the grades you received
while practicing? Because of the initial low grades you received during the process of learning to
drive, your final grade would not accurately reflect your ability to drive a car. In the beginning of
learning to drive, how confident or motivated to learn would you feel? Would any of the grades you
received provide you with guidance on what you needed to do next to improve your driving skills?
Your final driving test, or summative
assessment, would be the accountability
measure that establishes whether or not you
have the driving skills necessary for a driver's
license—not a reflection of all the driving
practice that leads to it. The same holds true
for classroom instruction, learning, and
assessment.
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Differentiating Assessment____________________________________________________________
Formative Assessment Strategies
(http://daretodifferentiate.wikispaces.com/file/view/03+-+Formative+Assessment+Strategies.pdf)
Tools for Formative Assessment
Techniques to Check for Understanding
Periodically, distribute index cards and ask students to write on both sides,
with these instructions: (Side 1) Based on our study of (unit topic), list a big
Index Card
idea that you understand and word it as a summary statement. (Side 2)
Summaries/Questions
Identify something about (unit topic) that you do not yet fully understand and
word it as a statement or question.
Ask students to display a designated hand signal to indicate their
understanding of a specific concept, principal, or process: - I
understand____________ and can explain it (e.g., thumbs up). - I do not yet
Hand Signals
understand ____________ (e.g., thumbs down). - I’m not completely sure
about ____________ (e.g., wave hand).
A one-minute essay question (or one-minute question) is a focused question
One Minute Essay
with a specific goal that can, in fact, be answered within a minute or two.
Periodically, present students with an analogy prompt: (A designated
concept, principle, or process) is like _________________ because
Analogy Prompt
_________________________________________________.
Any of several forms of graphic organizers which allow learners to perceive
Web or Concept Map relationships between concepts through diagramming key words representing
those concepts.
Present students with common or predictable misconceptions about a
designated concept, principle, or process. Ask them whether they agree or
Misconception Check
disagree and explain why. The misconception check can also be presented in
the form of a multiple-choice or true-false quiz.
Student Conference One-on-one conversation with students to check their level of understanding.
Each student in the class is assigned a different letter of the alphabet. They
must select a word starting with that letter that is related to the topic being
A-B-C Summaries
studied.
The Three-Minute Pause provides a chance for students to stop, reflect on the
concepts and ideas that have just been introduced, make connections to prior
knowledge or experience, and seek clarification.
• I changed my attitude about…
• I became more aware of…
3-Minute Pause
• I was surprised about…
• I felt…
• I related to…
• I empathized with…
Walk around the classroom and observe students as they work to check for
learning. Strategies include:
•Anecdotal Records
Observation
•Conferences
•Checklists
Exit cards are written student responses to questions posed at the end of a
Exit Card
class or learning activity or at the end of a day.
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Differentiating Assessment____________________________________________________________
Check the progress of a student’s portfolio. A portfolio is a purposeful
collection of significant work, carefully selected, dated and presented to tell
the story of a student’s achievement or growth in well-defined areas of
Portfolio Check
performance, such as reading, writing, math, etc. A portfolio usually
includes personal reflections where the student explains why each piece was
chosen and what it shows about his/her growing skills and abilities.
Quizzes assess students for factual information, concepts and skills. There is
usually a single best answer. Some quiz examples are:
• Multiple Choice
• True/False
Quiz
• Short Answer
• Paper and Pencil
• Matching
• Extended Response
Students record in a journal their understanding of the topic, concept, or
lesson taught. The teacher reviews the entry to see if the student has gained
Journal Entry
an understanding of the topic, lesson or concept that was taught.
In response t o a cue, all students respond verbally at the same time. The
response can be either to answer a question or to repeat something the teacher
Choral Response
has said.
The teacher creates a spinner marked into 4 quadrants and labeled “Predict,
Explain, Summarize, Evaluate.” After new material is presented, the teacher
spins the spinner and asks students to answer a question based on the location
Idea Spinner
of the spinner. For example, if the spinner lands in the “Summarize”
quadrant, the teacher might say, “List the key concepts just presented.”
Inside and outside circles of students face each other. Within each pair of
Inside-Outside Circle facing students, students quiz each other with questions they have written.
Outside circle moves to create new pairs. Repeat.
Each student is assigned a number. Members of a group work together to
Numbered Heads
agree on an answer. The teacher randomly selects one number. Student
Together
with that number answers for the group.
Students are asked to write a summary sentence that answers the “who, what
One Sentence
where, when, why, how” questions about the topic.
Summary
One Word Summary Select (or invent) one word which best summarizes a topic.
After students have worked to gain essential knowledge, understanding, and
skill about a topic, they can use ThinkDots to review, demonstrate, and
extend their thinking on the subject.
ThinkDots/Cubing
Think-Pair- Share
ThinkDots are made of six cards that are hole-punched in one corner. The set
is held together with a notebook ring, a loop of string, or any other device
that allows students to flip easily through the set. Each card has one of more
dots on its front.
On the back of each card is a question or task that asks
students to work directly with important knowledge,
understanding, and skills related to the topic they are studying.
Students think individually, then pair (discuss with partner), then
share with the class.
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Differentiating Assessment____________________________________________________________
Student options can be presented as a list of activities on a "menu" from
which students can choose or arranged in a "Tic-Tac-Toe" fashion.
Tic-Tac-Toe
Think-Tac-Toe
In selecting activities for the student choice, teachers should provide a
range of ability and complexity to allow for the needs of individual
students.
A blank "free" space can be left in the menu or in the Tic-Tac-Toe matrix
for students to suggest a choice of their own. The choice is always with
teacher approval for appropriateness of content and level of difficulty.
Ticket to Leave
Turn to Your
Partner
Rock-Paper-Scissors
Twitter Posts
Yes-No Cards
Oral Questioning
Closing activity where students respond in writing or verbally to short
assignments.
Teacher gives direction to students. Students formulate individual response,
and then turn to a partner to share their answers. Teacher calls on several
random pairs to share their answers with the class.
Teacher poses a problem or question. With a partner, discuss
solutions/answers. Do Rock-Paper-Scissors with partner. The winner stands
and the teacher will choose one or more of the winners to
answer the question.
Play several times to give more students opportunities
to answer question/problem.
Students summarize what they have learned using
no more than 140 characters. Can be used as ticket
out the door. Can create a 14x10 grid to use.
On a large index card, write “yes” or “got it” on one side. On the other side,
write “no” or “no clue.” Teacher asks a review question. If student knows
the answer, he/she will hold up the “yes” side. If student doesn’t know the
answer, he/she will hold up the “no” side of the card.
This short assessment can give the teacher a quick look at what the students
are ready for, understand, or get.
*How is __________ similar to/different from _______________?
*What are the characteristics/parts of _______________?
*In what other ways might we show show/illustrate _______________?
*What is the big idea, key concept, moral in _______________?
*How does ________________ relate to _______________?
*What ideas/details can you add to _______________?
*Give an example of _______________?
*What is wrong with _______________?
*What might you infer from _______________?
*What conclusions might be drawn from _______________?
*What question are we trying to answer/problem are we trying to solve? ___?
*What are you assuming about _______________?
*What might happen if _______________?
*What criteria would you use to judge/evaluate _______________?
*What evidence supports _______________?
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Differentiating Assessment____________________________________________________________
ThinkDots
ThinkDots is a versatile strategy for thinking and talking about a concept,
topic, idea, or issue from multiple perspectives. They can be used to
introduce a unit; for sense-making activities, for small-group discussions,
or for test review.
All students can work with the same set of ThinkDots or with different
sets that have been designed for readiness, interest, or learning profile
needs.
Procedure
Students are in groups of 2-4 with one set of ThinkDots and die per group.
They take turns rolling the die, finding the card with the corresponding number of “dots,” reading the
prompt aloud, and sharing.
If the student is not comfortable with the roll of the die, he/she may roll one more time.
Option #1: Students roll the die to divide up the cards. They silently read and response to their
prompts, and then take turns sharing in numerical order.
Option #2: Have students take notes on their conversation.
Option #3: Tier your ThinkDots for readiness. Develop two or more versions of the card sets,
focused on t he same learning goals but that require students to think at varying levels of complexity
and abstraction.
Suggestions:
 Use colored paper and/or colored dots to indicate different readiness levels, interests or learning
styles.
 Have students work in pairs.
 Let students choose which activities – for example: roll the die and choose any three; create
complex activities and have students choose just one to work on over a number of days.
 After students have worked on activity cards individually, have them come together in groups
by levels, interest or learning style to synthesize the ideas and associated skills.
See website page (given to you) to access examples of ThinkDots.
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Differentiating Assessment____________________________________________________________
Cubing
What is Cubing?
Cubing is an instructional strategy designed to help students think about a topic or idea from many
different angles. A cube includes 6 commands, one on each of its six faces, followed by a prompt that
describes the task the students should do related to the command. Cubing can help students think at
different levels of Bloom’s Taxonomy.
How are cubes used?
 Step 1: Identify the concept or targeted skill that will be the focus of the activity.
 Step 2: Create commands for the cubes that align with the key concept. The commands on
each cube should be differentiated to meet the needs of the learners
 Step 3: Make sure that students understand the commands and the directions of the tasks.
 Step 4: Group students according to readiness, interest, or learning profile. Cubes or task cards
can be different colors in order to align with the needs of the different groups.
 Step 5: Students in each group take turns rolling the die. To provide choice, allow the student
to roll again if he/she did not want to do the first command. Each student rolls the die and
completes their given task. The group members should all be doing different tasks.
What are the advantages to using Cubing?
 Incorporates higher level thinking skills.
 It is a simple way to differentiate, while still instructing each student on the same topic or skill.
Each cube may contain the same commands, but the tasks on the cubes will be different
according to the needs of the various groups.
 Rolling the die adds excitement and anticipation. It takes what may be a “boring” assignment
and makes it fun and engaging.
 Cubing is an excellent strategy for the tactile/kinesthetic learners.
 All of the cubes cover the same types of questions and skills, just at various levels.
Terrific Tips for Cubing:
 Use more than one cube. Each cube should contain commands and tasks that are aligned with
the ability levels of the different groups.
 Create one average ability cube first. Then, use those tasks as a guide to create two other cubeslow ability and high ability.
 Allow students to roll the die 2-4 times depending on the length/magnitude of the assignment.
 Leave one face on the cube as an opinion task where there is no right or wrong answer.
 Always have one easier question and one harder question on each cube, regardless of the level
the cube is intended for.
 For some activities, students may be responsible for doing more than one side of the cube.
 Differentiate cubing questions by color-coding the cubes. Ex. Blue=Knowledge and
Comprehension (Low) Green=Application and Analysis (Average) Red=Synthesis and
Evaluation (High). But remember to change the colors periodically to align with different levels
so that students do not get “labeled” as the low blue group, etc…
 Differentiating by Interest or Learning Profile: Create many cubes for learning or review
activities. 2-3 sides of all the cubes can have the same task. The remaining 3-4 sides can have
tasks related to specific interests or learning profiles.
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Differentiating Assessment____________________________________________________________
Example of how a command and task can be related to the same topic, but differentiated in
order to meet the needs of lower ability and higher ability students:
1. Lower Question- Describe the desert using as much information as you can, and involve
your five senses in the description.
2. Higher Question- Describe how your life would change if you moved to the desert. Use
your senses and explain why changes would occur.
Where can I find questions for cubes?
 Quizzes, Worksheets, Textbooks, Study Guide Problems, Teacher Generated/Student
Generated
Cubing Activities for Stories (Product Options)
 Write a letter to Character.
 Create and perform a puppet show of the story
 Create a mural or picture to show a scene from the story.
 Make a Venn Diagram to compare and contrast 2 characters, 2 stories, etc…
 Develop a story map for Book.
 Create an art project that illustrates the sequence of events in the book (1st, 2nd…)
 List characteristics of the characters.
 Write a different ending.
 Write a letter to the author.
 Read another book by the same author. Compare and contrast.
 Read another book about the same topic. Compare and contrast.
 Choose 4 interesting words from the story. Then, use a thesaurus to find synonyms for each of
the words.
Question Cubes
Who
What
Where
Why
When
How
Story Starter Cubes
On the moon
The game winning play
The rainforest
Caught in a tornado
The new invention
On the farm
Cube Commands
Describe
Compare
Associate
Analyze
Apply
Connect
Illustrate
Change
Solve
Question
Rearrange
Satirize
Might
Is
Evaluate
Cartoon
Contrast
Investigate
Argue for…
Argue against...
Can
Should
Will
Did
The best vacation
Favorite animal
Cafeteria disaster
What is the significance of
Put __ in historical perspective
What are the causes/effects
Relate ___ to ___
Tell the parts of
In your opinion
References and Resources




http://www.foridahoteachers.org/strategies.htm
http://www.lincolnparkboe.org/DI.htm
http://curry.edschool.virginia.edu/files/nagc_cubing_think_dots.pdf
http://boe.ming.k12.wv.us/teachers/di/di_docs/strategies_cubing_think_dots/CubingThinkdotpp.ppt#256,1,CUBIN
G/THINKDOTS
18
Differentiating Assessment____________________________________________________________
Tic-Tac-Toe/Think-Tac-Toe
Tic-tac-toe, also known as Think-tac-toe, is a differentiation tool that offers collection of activities
from which students can choose to do to demonstrate their understanding. It is presented in the form
of a nine square grid similar to a tic-tac-toe board and students may be expected to complete from one
to “three in a row”.
The activities vary in content, process, and product and can be tailored to address different levels of
student readiness, interests, and learning styles. The center square may be left open for the student to
select an activity of their own.
Tic-tac-toe activities may be given to every student in the class, higher ability students for extension
activities, or lower students for review and practice. As with related strategies, it is important that no
matter which choices students make, they must grapple with the key ideas and use the keys skills
central to the topic or area of study. In other words, whichever choices the student makes, he/she
should be addressing the same KUDs as the others,
Involvement in this strategy encourages independent learning. Teachers should check in with students
periodically and require students to keep a log of their progress.
In place of lengthy activities, the tic-tac-toe board may also be used with shorter, open-ended questions
posed at varying levels of Blooms Taxonomy.
Tic-Tac-Toe Grid Assessment
Design a graphic organizer with
facts about Differentiated
Instruction using at least 20
terms.
Write a one-week diary entry
(that’s 5 entries) of a teacher who
uses Differentiated Instruction in
his/her classroom.
Write a 50-word text message to a Create a timeline of how you plan
teacher friend explaining why
to implement Differentiated
he/she needs to incorporate
Instruction in your classroom.
Differentiated Instruction in
his/her classroom.
(CAN BE A FREE SPACE)
Create a game (such as
Concentration) using
Differentiated Instruction terms
and definitions.
Create and draw a Differentiated
logo to display with the
advertisement for a Differentiated
Instruction class at the local
community college.
Write a newspaper article
announcing the success of your
class after you incorporated
Differentiated Instruction with
your students.
Design the “perfect” physical
layout of a Differentiated
classroom.
Create a step-by-step set of
instructions you would use to
teach diverse students how to do
an activity in PE.
19
Differentiating Assessment____________________________________________________________
Tic-Tac-Toe Menu Using Bloom’s Taxonomy
Directions: Chose activities in a tic-tac-toe design. When you have completed the activities in a
row—horizontally, vertically, or diagonally—or in the 4 corners, you may decide to be finished. Or
you may decide to keep going and complete more activities. Star the activities you plan to complete.
Color in the box when you finish the activity.
I have created new knowledge.
I can critically examine the content. (evaluating)
I can take my understanding to a deeper level. (analyzing)
I can use my understanding in some meaningful way. (applying)
I can understand what is being explained/done.
I can recall specific details, information, and ideas from the text.
(remember)
Collect
Teach
Draw
Judge
Facts or ideas which
are important to you.
A lesson about your
topic to our class.
Include as least one
visual aid.
A diagram, map or
picture of your topic.
Two different
viewpoints about an
issue. Explain your
decision.
Photograph
Demonstrate
Graph
Create
Videotape, or film
part of your
presentation.
Something to show
what you have
learned.
Some part of your
study to show how
many or how few.
An original poem,
dance, picture, song,
or story.
Dramatize
Survey
Forecast
Build
Something to show
what you have
learned.
Others to learn their
opinions about some
fact, idea, or feature
of your study.
How your topic will
change in the next 10
years.
A model or diorama
to illustrate what you
have learned.
Create
Memorize
Write
Compare
An original game
using the facts you
have learned.
And recite a quote or
a short list of facts
about your topic.
An editorial for the
student newspaper or
draw an editorial
cartoon.
Two things from your
study. Look for ways
they are alike and
different.
20
Differentiating Assessment____________________________________________________________
Novel Think-Tac-Toe
(from “Fulfilling the Promise of the Differentiated Classroom,” ASCD, C. Tomlinson, 2003)
Basic Level
Directions: Select and complete one activity from each horizontal row to help you and others think
about your novel. Remember to make your work thoughtful, original, accurate and detailed.
Create a pair of collages that
compare you and a character from
the book. Compare and contrast
physical and personality traits. Label
your collages so viewers understand
your thinking.
Write a bio-poem about yourself and
another one about a main character in
the book so your readers see how you
and the character are alike and
different. Be sure to include the
most important traits in each poem.
Write a recipe or set of directions for
how you would solve a problem and
another for how a main character in
the book would solve a problem.
Your list should help us know you and the
character.
Draw/paint and write a greeting card
that invites us into the scenery and
mood of an important part of the
book. Be sure the verse helps us
understand what is important in the
scene and why.
Using books of proverbs and/or
quotations, find at least 6-8 that you
feel reflect what is important about the
novel’s theme. Find at least 6-8 that do the
same for your life. Display them and
explain your choices.
Make a model or map of a key place
in your life, and an important one in
the novel. Find a way to help viewers
understand both what the places are
like and why they are important in
your life and the characters’.
Interview a key character from the
book to find out what lessons he/she
thinks we should learn from events in
the book. Use a “Parade” magazine
interview article as a model. Be sure
the interview is
thorough.
Make two timelines. The first should
illustrate and describe at least 6-8
shifts in settings in the book. The
second should explain and illustrate
how the mood changes with the
change in setting.
Find several songs you think reflect
an important message from the book.
Prepare an audio collage. Write an exhibit
card that helps your listener understand how
you think these songs express the book’s
meaning.
Novel Think-Tac-Toe
Advanced Level
Directions: Select and complete one activity from each horizontal row to help you and others think
about your novel. Remember to make your work thoughtful, original, accurate and detailed.
Write a bio-poem about yourself and
another about a main character in the
book so your readers see how you
and the character are alike and
different. Be sure to include the most
important traits in each poem.
Research a town/place you feel is
equivalent to the one in which the
novel is set. Use maps, sketches,
population and other demographic
data to help you make comparisons
and contrasts.
Find out about famous people in
history or current events whose
experiences and lives reflect the
essential themes of this novel. Show
us what you’ve learned.
A character in the book is being
written up in the paper 20 years after
the novel ends. Write the piece.
Where has life taken him/her? Why?
Now, do the same for yourself 20
years from now. Make sure both
pieces are interesting feature articles.
Make a model or a map of a key
place in your life, and an important
one in the novel. Find a way to help
viewers understand both what the
places are like and why they are
important in your life and the
characters’.
You are a “profiler.” Write and illustrate a
full and useful profile of an interesting
character from the book with emphasis on
personality traits and mode of operating.
While you’re at it, profile yourself too.
Create a multi-media presentation
that fully explores a key theme from
the novel. Use at least 3 media (for
example painting, music, poetry,
photography, drama, sculpture,
calligraphy, etc.) in your exploration.
Find several songs you think reflect
an important message from the book.
Prepare an audio collage. Write an exhibit
card that helps your listener understand how
you think these songs express the book’s
meaning.
The time and place in which people
find themselves and when events
happen shape those people and
events in important ways. Find a way to
convincingly prove that idea using this
book.
21
Differentiating Assessment____________________________________________________________
Magic Book: Instructions
1. Each person needs two single sheets of ditto paper.
2. Fold the first sheet in half (hamburger style) and tear the sheet in half.
3. Save one half and tear it in half again, making two strips of equal length and width. Save the two
strips and put the half aside.
4. Take the second whole sheet of paper and fold it in half like a hamburger bun fold.
5. Then, fold both sides back toward the fold creating "wings" or the letter "w" if you look at it from
the end.
6. Grasp the middle section of the same piece of paper, between the two wings and mark off two
spots to create thirds.
7. Now, tear the two marked spots through the fold to the mark. When you are done they should
look like three teeth.
8. Now, open the torn paper and weave the two strips through the sections on each side.
9. After the weaving is done, fold the book together with the six sections in the middle, giving it a
good crease.
10. Carefully find the middle and open to these six sections; close it again.
11. Carefully find the two edges beneath the six sectioned middle and pull those far edges out to see
the big "magic" page, hidden behind the six sections.
12. The "Magic Book" is ready for the note-taking activity.
Front
Back
22
Differentiating Assessment____________________________________________________________
Summative Assessment
Catherine Garrison & Michael Ehringhaus
Summative Assessments are given periodically to determine at a particular point in time what
students know and do not know. Many associate summative assessments only with standardized tests
such as state assessments, but they are also used at and are an important part of district and classroom
programs. Summative assessment at the district/classroom level is an accountability measure that is
generally used as part of the grading process. The list is long, but here are some examples of
summative assessments:







Performance Tasks/Demonstrations
Portfolio Review
State assessments
District benchmark or interim assessments
End-of-unit or chapter tests
End-of-term or semester exams
Scores that are used for accountability for schools (AYP) and students (report card grades)
Summative Assessments…




should reflect assessments that precede it.
should match the material taught.
may determine a student’s exit achievement
may be tied to a final decision, grade, or report.
The key is to think of summative assessment as a means to gauge, at a particular point in time, student
learning relative to content standards. Although the information that is gleaned from this type of
assessment is important, it can only help in evaluating certain aspects of the learning process. Because
they are spread out and occur after instruction every few weeks, months, or once a year, summative
assessments are tools to help evaluate the effectiveness of programs, school improvement goals,
alignment of curriculum, or student placement in specific programs. Summative assessments happen
too far down the learning path to provide information at the classroom level and to make instructional
adjustments and interventions during the learning process. It takes formative assessment to accomplish
this.
23
Differentiating Assessment____________________________________________________________
Summative Assessment Ideas
"Good summative assessments--tests and other graded evaluations--must be demonstrably reliable,
valid, and free of bias" (Angelo and Cross, 1993).
As a greater number of provinces begin placing emphasis on summative assessment (activities which
assess the students’ mastery of a larger unit of material), there is a great opportunity for teachers to be
creative. Summative assessments can not only evaluate the students’ knowledge base, but also tap into
their creativity and allow for extra research.
Remember that many activities (such as creating a brochure) can be used at any grade level as long as
the expectations are adjusted accordingly, or extra resources made available for the younger grades.
Arts-Based Assessments
Create a Collage
Docudrama
Storyboard/Commercial
Brochure
Poster
Bulletin board design
Scrapbook
Encyclopedia of definitions, historical references, and images
Model-making/scale model
Music
 Compose a piece of music based on the topic
 Design and create a CD (choose music and design the CD cover) of the topic’s music
Activity-Based Assessments
Debate
 Recreate a historical debate
 Debates on the pros and cons of the topic
Thinking Skills Assessments
Concept mapping
 Create a concept map of the terms and concepts learned in this unit
Map making
 Create a map of the topic (if appropriate), for a traveler; use city maps as a source of ideas
Media analysis
 Comment on the portrayal of the topic in the media (articles, advertisements)
Visual/Graphics organizer
Creative writing
 Write a work of fiction
 Create a poetry anthology
Reading response
 Read an article on a given topic and write a response
Technology & Media-Based Assessments
Multi-media presentation
 Create a PowerPoint presentation based on research topic
 Create a presentation which includes visual effects, audio effects, and a physical demonstration
24
Differentiating Assessment____________________________________________________________
What Is a Grade?
(adapted from training with Carol Ann Tomlinson, March 18, 2008)
From a learner’s perspective, we should seek to ensure that grades
 keep the success to effort ratio in balance. Grades contribute to the student’s sense that when
they work hard, something good generally comes out of it.
 ensure that students develop a growth mindset. Grades, in conjunction with tasks and
experiences, contribute to student trust that sustained effort and hard work make most things
possible.
From a parent’s perspective, we should seek to ensure that grades
 communicate clearly. A parent can trust that the grade is a very accurate representation of just
what a student knows, understands, and can do in a given subject, at a given time, based on
clearly understood criteria.
 support the parent in supporting learning. Grades guide parents in what to do next to encourage
student growth.
From a measurement perspective, we should seek to ensure that grades are
 RELIABLE. If we were to use the same measure a couple of days, weeks, or months later, the
results would be relatively the same for a given student.
 VALID. We actually measured what we meant to measure.
Ten Practices That Dilute a Grade’s Validity and Effectiveness): Avoid!
(from Fair Isn’t Always Equal: Differentiated Assessment and Grading, Rich Wormeli)
1. Penalizing students’ multiple attempts at mastery.
2. Grading practice/homework as students come to know concepts. Feedback; not grades.
3. Withholding assistance (not scaffolding or differentiating) in the learning when it is needed.
4. Group grades
5. Incorporating non-academic factors (behavior, attendance, and effort)
6. Assessing students in ways that do not accurately indicate
students’ mastery. Student responses are hindered by the
assessment format.
7. Grading on a curve.
8. Allowing extra credit.
9. Defining supposedly criterion-based grades in terms of
norm-referenced descriptions (above average, average, etc.).
10. Recording zeroes for work not done.
25
Differentiating Assessment____________________________________________________________
Debriefing Bingo
(adapted from http://www.teamworkandteamplay.com/resources.html)
After reflecting on the activities just completed, be prepared to discuss the following events by
choosing any that create a line of five (5) boxes in a row. For example, you can discuss five separate
events during today’s experience where you may have listened to someone (tell about it), tried
something new (what this new thing was), considered a different point of view (share it with the
group), played outside your comfort zone (what event put you there), and offered someone
encouragement (who they were and what you did).
Laughed
Changed
Something
Offered a
Suggestion
Developed a
New Skill
Listened to
Someone
Used ProblemSolving Skills
Said “Thank
You”
Was glad to Be
Part of This
Team
Tried
Something
New
Assisted
Someone
Saw Something
Amazing
Cheered
Tried, but Just
Could Not
Do It
Played Outside
Personal
Comfort Zone
Offered
Someone
Encouragement
Played a
Different Role
Considered a
Different Point
of View
Applauded
Considered a
Different Point
of View
Made an
Improvement
Sacrificed
Personal Goals
for the Good of
the Group
Learned
Something
New
Expanded
Personal
Boundaries
Felt Challenged
Asked
Someone for
Help
26
Differentiating Assessment____________________________________________________________
Great Websites to Visit
1.
Learning to Love Assessment – Carol Ann Tomlinson
http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/Learning-to-Love-Assessment.aspx
2.
Sample Layered Curriculum Units at Kathy Nunley’s website
http://www.help4teachers.com/samples2.htm
3.
http://school.discoveryeducation.com/schrockguide/assess.html
4.
Formative Assessment and Differentiated Instruction
http://www.formativedifferentiated.com/powerpoints.html
5.
Icebreakers
www.uky.edu/studentactivities/leadership
6.
ThinkDots for Literary Devices
http://www.epd86.org/bolin/Literary_thinkdots.pdf
7.
A Parents’ Guide to Facebook
http://www.connectsafely.org/pdfs/fbparents.pdf
8.
Being Smart Rules (Social Media Safety for Kids)
http://www.kidsmart.org.uk/
9.
Common Sense Media Curriculum for K-12
http://www.commonsensemedia.org/educators/curriculum
10. Drive Belonging and Engagement in the Classroom Using Facebook
http://openedpractices.org/files/Face%20book%20as%20info%20literacy.pdf
11. Best Practices for Social Media Usage in North Carolina
http://www.records.ncdcr.gov/guides/best_practices_socialmedia_usage_20091217.pdf
12. Differentiated Instruction Wikis
http://westworldweb.wikispaces.com/Differentiated+Instruction
13. The Wright Family Story
http://www.cdc.gov/healthyyouth/shi/training/10-Resources/docs/WrightFamily.pdf
14. Think-tac-toe and cubing activities
http://www.narragansett.k12.ri.us/Nes/DInew/tttcubingact.html
15. PowerPoint of magic book instructions
www.marthabeesmusic.com/MagicFoldingBook.ppt
16. Seventy-five bookmarks containing sets of questions about setting, plot, types of literature, reading attitudes,
and more that can be used in a Tic-Tac-Toe menu
http://www.eht.k12.nj.us/~jonesj/differentiated%20instruction/Tic-Tac-Toe.htm
17. Making Books with Susan Kapuscinski Gaylord – You can download “Recycled Materials for Making Books”
for free. There are 8 others Making Books e-books that you can download from $2.95 - $19.95.
http://stores.lulu.com/store.php?fStoreID=1810835
18. 50 Ways to use Twitter in the classroom.
http://www.teachhub.com/news/article/cat/14/item/462
19. 100 Inspiring Ways to Use Social Media in the Classroom
http://www.onlineuniversities.com/blog/2010/05/100-inspiring-ways-to-use-social-media-in-the-classroom/
20. Top Ten Social Networking for Kids
http://www.commonsensemedia.org/website-lists/social-networking
kids?utm_source=newsletter06.23.11&utm_medium=email&utm_campaign=feature2
27
Differentiating Assessment____________________________________________________________
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