The document provides instructions for a candy observation activity. Students are asked to choose a candy, observe and measure it, then write qualitative and quantitative observations and inferences. They must measure the candy's length in centimeters and convert it to inches rounded to two decimal places. The activity relates to learning qualitative vs. quantitative observations, inferences, measurements, conversions and rounding. The document also provides examples of formative assessments differentiated by student interest in various topics like paratroopers, trampolines and foosball. It encourages gaining information on student interests and using that to create formative assessments with interest-based options.

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 candy
1. 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 candy
1. 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, quantitative observation, inference, measurement,
conversion and rounding.
U: Understand that the difference between qualitative, quantitative observations, and
inferences is important in collecting data.
D: Do – Make observations and inference. Measure length, convert and round.

4. Differentiating Assessment by Interest
Goals of the Workshop:
K: Know the purpose and benefits of differentiating by interest and the different
types of formative assessments.
U: Understand that obtaining information about student interests is
important in determining formative assessments because it motivates
students
D: Explore tools used to obtain information about student interest
Review instructional activities differentiated by interest.
Create my own formative assessment differentiated by interest

5. The Purpose and Benefits
of Differentiating by Interest
Pg 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 to student
interests in order to hook the learner. The goal of interest differentiation is to
help students connect with new information, understanding, and skills by
revealing connections with things they already find appealing, intriguing,
relevant, and worthwhile.”
It’s more likely that more students will become interested in the topic if choice is
offered.”
When Should I Differentiate for Student Interest:
When it makes sense to do so!! Page 1

6. How do I gain information about student
interests?
Physics Questionnaire, FMI (For My Information) Sheet – at the beginning of the year
Sample Questions to For General Interest Survey Interest survey per unit – topics you
would like to explore – I used this in Physics before final project
Student created pie-charts
Secondary Interest-a-lyzer
http:www.gifted.uconn.edu/siegle/CurriculumCompacting/SEC-IMAG/ialsecon.pdf
Basketball
Violin
Reading
Video
Games
Listening to
music
Hanging
out with
friends
Pages 2-6

7. Example from Physics : Choose one video below to view.
Paratrooper Extreme Trampoline Foosball
What do I do with this information once I have it?
Make a formative assessment with options
that target student interests!

8. Paratroopers’ Motion
Draw the position versus time, velocity versus time and
acceleration 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 field
Relates to KUD:
K: Know the differences between position versus time, velocity versus time and
acceleration versus time graphs
U: Understand that when an object is moving with constant or accelerated motion it
affects the shape of the graphs.
D: Do – Create position versus time, velocity versus time and acceleration versus time
graphs of the three situations

9. What are Assessments and Methods of
Formative Assessment?
Assessments are ways to gather information about student learning.
Two types: Formative and Summative
Formative assessments happens during a unit of study – progress checks
Summative assessment happens at the end a unit of study – Unit Test or Exam
We are going to focus on Formative assessments

10. What are methods of formative assessment?
Think – Pair - Share
Think – Individually – Write down a list of ways you assess student learning during a unit
of study, then go back and rank those assessments in order of what you like best.
Pair – With a partner – Discuss your list
Share– With the group – Share with the group your list
My list : entrance slips, questioning, exit cards, discussions, homework, rafts, quizzes,
journal prompts
What is a raft?

11. Different Assessment Activities
Entrance Slips
Exit Tickets
Questioning Activities
Projects
Assignments
Homework
RAFT
Check your packet for all
these examples in the a
differentiated format

12. Create your own Formative Assessment
Differentiated by Interest
There 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)