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Exploring differentiated assessment by student interest

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  • Assessing where students are at. Using interest to help guide the next content teaching—all students got the same follow up worksheet on the topics, but the teacher interacted with students who struggled with the entrance activity.
  • Page 34 strengths and weaknesses of formative assessments

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  • 1. Please sit at a table with a candy you would like to eat. If the table is full, go to an open seat. Before Eating your candy1. Write a qualitative observation and inference about your candy.2. Write a quantitative observation and inference about your candy.3. Measure the length of your candy in centimeters.4. Convert your measurement to inches and round your answer to 2 decimal places. (Fact: 1 inch = 2.54 cm)
  • 2. Before eating your candy1. Write a qualitative observation and inference about your candy.2. Write a quantitative observation and inference about your candy.3. Measure the length of your candy in centimeters.4. Convert your measurement to inches and round your answer to 2 decimal places. (Fact: 1 inch = 2.54 cm)5. How could you use this in your subject area?Relates to KUD:K: Know – Qualitative observation, quantitativeobservation, inference, measurement, conversion and rounding.U: Understand that the difference between qualitative, quantitativeobservations, and inferences is important in collecting data.D: Do – Make observations and inference. Measure length, convert and round.
  • 3. Differentiating Assessment by InterestGoals of the Workshop:K: Know the purpose and benefits of differentiating by interest and thedifferent types of formative assessments.U: Understand that obtaining information about student interests is important in determining formative assessments because it motivates studentsD: Explore tools used to obtain information about student interest Review instructional activities differentiated by interest. Create my own formative assessment differentiated by interest
  • 4. The Purpose and Benefits of Differentiating by InterestPg 6 and 7 Differentiation in Practice by Carol Ann Tomlinson and Cindy A. Strickland “Interest is a great motivator. A wise teacher links required content tostudent interests in order to hook the learner. The goal of interestdifferentiation is to help students connect with new information,understanding, and skills by revealing connections with things theyalready find appealing, intriguing, relevant, and worthwhile.”It’s more likely that more students will become interested in the topic ifchoice is offered.”When Should I Differentiate for Student Interest: When it makes sense to do so!! Page 1
  • 5. How do I gain information about student interests?Physics Questionnaire, FMI (For My Information) Sheet – at the beginning of theyearSample Questions to For General Interest Survey Interest survey per unit – topicsyou would like to explore – I used this in Physics before final projectStudent created pie-charts Hanging out with Basketball friends Listening Violin to music Video Reading GamesSecondary Interest-a-lyzerhttp:www.gifted.uconn.edu/siegle/CurriculumCompacting/SEC- Pages 2-6IMAG/ialsecon.pdf
  • 6. What do I do with this information once I have it? Make a formative assessment with options that target student interests! Example from Physics : Choose one video below to view.Paratrooper Extreme Trampoline Foosball
  • 7. Paratroopers’ Motion Draw the position versus time, velocity versus time andacceleration versus time graphs (assume down and down the field is negative) for 1. When he first jumps out of the plane 2. When he opens his parachute 3. When is moving down the fieldRelates to KUD:K: Know the differences between position versus time, velocity versus time andacceleration versus time graphsU: Understand that when an object is moving with constant or acceleratedmotion it affects the shape of the graphs.D: Do – Create position versus time, velocity versus time and acceleration versustime graphs of the three situations
  • 8. What are Assessments and Methods of Formative Assessment?Assessments are ways to gather information about student learning.Two types: Formative and SummativeFormative assessments happens during a unit of study – progress checksSummative assessment happens at the end a unit of study – Unit Test or ExamWe are going to focus on Formative assessments
  • 9. What are methods of formative assessment?Think – Pair - ShareThink – Individually – Write down a list of ways you assess student learning duringa unit of study, then go back and rank those assessments in order of what youlike best.Pair – With a partner – Discuss your listShare– With the group – Share with the group your listMy list : entrance slips, questioning, exit cards, discussions, homework, rafts,quizzes, journal prompts What is a raft?
  • 10. Different Assessment Activities Check your packet forEntrance Slips all these examples in the a differentiatedExit Tickets formatQuestioning ActivitiesProjectsAssignmentsRAFTHomework
  • 11. Create your own Formative Assessment Differentiated by InterestThere are a couple examples you may choose to use on the last page of your packet.1. Look through the packet and brainstorm (~5 minutes)2. Create your own activity by: 1. Writing your KUD 2. Differentiating by interest (~15 minutes)