Differentiated Assessment Strategies : One Tool Doesn't Fit All

by Carolyn Chapman

• ISBN13: 9781412996648
• ISBN10: 1412996643
• eBook ISBN(s): 9781452269269
• Edition: 2nd
• Format: Paperback
• Copyright: 2011-11-15
• Publisher: Corwin Pr
• More Book Details

Summary

This updated edition includes a generous selection of user-friendly strategies that help teachers assess struggling learners, students with special needs, children who are performing at grade level, and advanced learners. Included are practical tools that improve student performance and help them take responsibility for their own learning.

Table of Contents

Preface	p. ix
Acknowledgments	p. xiii
About the Authors	p. xv
One Tool Doesn't Fit All: Introduction	p. 1
What Is Differentiated Assessment?	p. 1
Analyzing Your View of Differentiated Assessment	p. 5
Building the Toolbox to "Zap the Gaps"	p. 6
Assessment in the Age of Accountability	p. 6
What Is the Teacher's Role in Differentiated Assessment?	p. 11
Opening the Toolbox	p. 13
	p. 15
Processing Information and Memory	p. 15
Why Students Forget and Why They Remember	p. 16
Assist the Brain in Memory Processing	p. 18
Develop Intelligent Behaviors for Assessment	p. 20
Authentic Assessment	p. 23
Performance Feedback	p. 24
Summary	p. 24
Creating a Climate for Formative Assessment	p. 25
The Affective Domain and Assessment	p. 25
Emotions	p. 26
Emotional Intelligence	p. 26
Self-Efficacy	p. 28
Motivation for Assessment	p. 29
The Physical Environment	p. 32
Setting Climate Goals	p. 35
Summary	p. 38
Knowing the Learner	p. 39
Information Gathering	p. 39
Gardner's Multiple Intelligence Theory	p. 42
Exploring Goleman and Sternberg	p. 47
Through Animals' Eyes	p. 48
True Colors Through Objects	p. 48
Assessing Students' Perceptual Styles	p. 50
Engaging Learner Views	p. 54
Performance Level Titles for the Assessed Learner	p. 56
Summary	p. 57
Exploring Self-Assessment	p. 59
What Is Self-Assessment?	p. 59
What Is Self-Talk?	p. 59
What Is the Role of Self-Talk in Self-Assessment?	p. 59
Productive Metacognitive Conditions	p. 60
Self-Talk for Task Assessment	p. 61
Teaching Self-Assessment	p. 63
Self-Checking Techniques for Assessment	p. 64
Assess On-Task Behaviors	p. 67
Summary	p. 67
Formative Assessment Before the Learning	p. 69
Personalize Instructional Planning	p. 71
Engaging Students Before the Learning	p. 72
Summary	p. 82
Formative Assessment During the Learning	p. 83
Formative Assessment Tools to Use During the Learning	p. 83
Summary	p. 92
Formative Assessment After the Learning	p. 93
Student Engagement After the Learning	p. 93
Assessment Tools: After the Learning	p. 94
Bloom's Taxonomy for Comprehension Assessment	p. 95
Summary	p. 122
Differentiating Summative Assessments	p. 123
How Can Standardized Assessments Be Differentiated?	p. 123
Create a Positive Testing Environment	p. 125
Give Effective Directions	p. 125
Teach Test-Taking Skills	p. 126
Grading	p. 127
Summary	p. 129
Assessment for Differentiated Instruction and Flexible Grouping	p. 131
Using Technology for Assessment	p. 131
Assessment Cubing	p. 133
Choice Boards	p. 134
Assessment Agendas	p. 136
Stations, Centers, and Learning Zones for Assessment	p. 138
Assessment for Flexible Grouping	p. 140
Evaluating Group Work	p. 146
Group Discussion: Assessment	p. 149
Troubleshooting Tools for Group Assessment	p. 152
Summary	p. 153
Differentiated Instructional Planning Models	p. 155
Adjustable Assignment Model	p. 155
Curriculum Compacting Model	p. 163
Academic Contract Model	p. 166
Project-Based Model	p. 168
Problem-Based Model	p. 171
Summary	p. 172
Planning for Differentiated Assessment	p. 173
Step Up to Formative Assessment Planning	p. 173
Content, Process, Product, and Learning Disposition Assessment	p. 177
The Role of Formative Assessment in Curriculum Planning	p. 179
Essential Questions for Planning	p. 182
Teaching Assessment Strategies	p. 183
Effective Differentiated Assessment Practices	p. 184
Generate Change for Differentiated Formative Assessment	p. 187
Summary	p. 187
Bibliography	p. 193
Index	p. 195
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