Sie sind auf Seite 1von 13

The Process of Differentiation: Portfolio of Instructional Materials

Classroom Assessment and Differentiation


Kind of Assessment

Purpose

Diagnostic/
Pre-assessment
(assessment for learning)

Formative

(assessment for learning,


assessment as learning)

Summative

(assessment of learning)

Examples

Helps the teacher identify


students interests and
learning profiles.
Provides a students point of
entry into a unit of study
relative to the units stated
outcome
Guides the teacher in
making early instructional
adjustments to address
student needs. (Tomlinson
and Sousa, 2010)

T-charts
Concept maps
True/False statements
Rank statements on topic
using a scale

Informs the teacher of


where the students are at in
the midst of a unit or topic.
This enables the teacher to
make informed changes
and adaptations to
instruction in order to best
meet the needs of the
students
Allow the students to
evaluate their own progress
and thus take the initiative
to implement change in
their own learning.
Often not graded.
(Tomlinson and Sousa, 2010)

Red-light, green light


response

Journal Response

White board quick response

Cumulative assessments
used to evaluate student
growth after instruction and
practice throughout and at
the end of a semester/unit.
Graded
(Tomlinson and Sousa, 2010

Performance Task

Unit tests

Portfolio Assessments

University of Lethbridge, Faculty of Education

Formative Assessments:
1) Red-Light, Green-Light
Purpose: to have students reflect and evaluate what they learned and how well they understood the
concepts being taught during a lesson.
Process: After a lesson is completed, the students will be handed a sticky note. They will each need to
put their name on top of the sticky note, and describe what they learned about the lesson. After they are
done, the teacher will have small groups of students come up and place their sticky note on an image of
a traffic light. A sticky not on green means that they fully understand the topic, yellow means theyve
almost figured it out, and red means they still need help.
Ex:
Grade 7 Math
GLO: Develop number sense
SLO:
5. Demonstrate an understanding of adding and subtracting positive fractions and mixed numbers with
like and unlike denominators, concretely, pictorially and symbolically.
Learning objective: Students will be able to solve simple addition and subtraction problems involving
fractions with like denominators.
Once the lesson has been completed, the teacher will hand out a sticky note to each student. They will
be told that they need to reflect their understanding of adding/subtracting fractions with like
denominators by describing what they learned, providing an example, and adding any other additional
information that they want to share. Each student will put their name on the sticky note and place it on
the Red-light, Green-light board.
2) Journal Entries
Purpose: encourage students to continually reflect on what they are learning, and begin to develop
effective communication of learned concepts and ideas.
Process: At the end of a lesson, students will write a response in their journals. The teacher may
decide to provide guidance depending on the age and capabilities of the students. The journals are
handed in periodically in order to allow the teacher to evaluate student progress.
Ex:
Grade 7 Science
Unit C: Heat and Temperature
GLO:
2. Describe the nature of thermal energy and its effects on different forms of matter, using informal
observations, experimental evidence and models
SLO
Describe the effect of heat on the motion of particles, and explain changes of state, using the
particle model of matter.
University of Lethbridge, Faculty of Education

Learning Objective:
Students will be able to list at least 2 characteristics of particles in each state in a chart in their journals
by the end of class.
Journal Response:
Today, after learning about how heat affects the motion of particles, create the following chart and fill
it out in your journal. Be as detailed as possible.
State
Characteristics

3) White board quick response


Purpose: allow the teacher to assess the students understanding of a topic or concept by asking them
to respond to a set of questions on a white board during class.
Process: The teacher will hand out the materials needed (white boards, markers, and erasers) and will
proceed to ask the students questions. The students will take some time determine their answer to the
questions, write it down on the whiteboard, and lift it up for the teacher to see.
Ex:
Grade 3 Math: Shape and Space
GLO: Students will:
Describe the characteristics of 3-D objects and 2-D shapes and analyze the relationships among
them.
SLE:
Students will:
Sort regular and irregular polygons, including:
Triangles
Quadrilaterals
Pentagons
Hexagons
Octagons
according to the number of sides.
Learning Objectives:
Students will be able to
Identify each polygon by name, number of sides, and shape, by the end of class during the
white board response activity.
Students will indicate their understanding of the different polygon names, number of sides, and images
by answering the teachers questions during the review at the beginning of class.
Example questions:
What does a triangle look like?
How many sides does a pentagon have?
What is the name of a shape that has 8 sides?

University of Lethbridge, Faculty of Education

Summative Assessments:
1) Performance Task
Purpose: Allow students to demonstrate their knowledge and understanding by applying what theyve
learned in a real-life situation. They may be required to: problem-solve, create a product, or
demonstrate a skill.
Process: Students will be given a task with both group and individual components after sufficient
instruction and practice in the content area has occurred. They will be given a couple of days to
complete the assignment, which they will hand in to be evaluated. The teacher will provide the
students with either a checklist or rubric in order to ensure they know what is expected of them.
Community Proposal Performance Task
Subject Area: Science
Grade Level: 7
Learning Standards: The student will investigate and analyze forces within structures and forces
applied to them, investigate and analyze the properties of materials used in structures, and demonstrate
and describe processes used in developing, evaluating and improving structures that will meet human
needs with a margin of safety.
Task Description:
A new community is being developed and the government is requesting proposals from
different architect firms. Each architect firm will need to present their blueprint to the
government officials (teacher and classmates) in a five-minute presentation in order to
compete for the contract. There is a designated area of land that has been purchased for
the community and it is important that the land is used effectively. In your assigned
groups of 4, you must create a design for the layout of the community as well as create a
model of a bridge for the presentation. In addition, each group member will be
responsible for designing the structure of one building important to the community. Be
creative and diligent, as you are bidding for a job.
Whole Class Instruction:
The students will have background information from the lectures and lessons previously
taught in the unit. They are encouraged to use the information that has been provided
through their notes, assignments, and Science Focus 7 textbook (Unit 4). Students will
have access to the internet to perform additional research for the assignment and will be
expected to complete it in an appropriate amount of class time.
Group Work:
As a group, students will need to:
o Choose 4 structures necessary for the community and decide who will
design each (examples include: library, town hall, hospital, fire station,
water tower, school, etc.).
o Provide a scale drawing of your proposed community layout, with proper
measurement and accurate scaling.
o Create a model of a bridge
University of Lethbridge, Faculty of Education

The bridge model must be 30cm long


The bridge model must be no more than 10 cm wide, and 10 cm
tall
The following materials can be used: popsicle sticks, modeling
clay, spaghetti, string, wire, cardboard,
Provide reasoning as to why you chose the bridge you did,
addressing the different types of loads that may be exerted, and the
specific type of bridge.
o Present your proposal, highlighting the layout of the community, which
buildings you chose to include, and the bridge you decided to use.

Individual Work:
In addition to the group project, each student will complete the following:
o Design (on paper) the building you decide to incorporate into your groups
city. The design must include proper scale measurements.
o Provide a written summary (1-2 pages) about the structure including the
following:
Describe at least 2 ways in which frictional forces will act on their
structure and how the design of their structure was created to work
with the frictional forces.
Identify one place in their structure where the forces of tension,
compression, shearing and bending are at work. Also address ways
the building can be designed to compensate for those forces.
Identify 4 parts of their structure which uses a specific material
that serves a special purpose and give one reason why this material
was used there.
Determine where flexible and fixed joints are used in their
structure and one reason why each type of joint was used in each
case.
The students will explain why they chose the materials they used
for their structures and at least 3 reasons why they chose that
particular material.
o Provide a one-paragraph critique of another structure from their group.
Highlight one strength and identifying one weakness, offering a
suggestion for improvement.
o Self-assessment: Describe your role and provide two contributions and
two things you learned while working in your group throughout this
assignment.
Methods of Assessment:
Each student will be assessed in the following manner:
Design of their structure (16 marks)
Summary (24 marks)
Critique (4 marks)
Self-assessment (4 marks)
University of Lethbridge, Faculty of Education

Model (24 marks)


Layout (4 marks)
Presentation (8 marks)
Group work and use of class-time (4 marks)
Total = 88 marks

Checklist: Community Proposal


Criteria
Design of the Structure
Is the model to scale?
Does the scale match the layout measurement?
Is it creative?
Summary
What are two ways frictional forces will act on your structure?
How does your design consider these forces?
Where is tension at work in your structure? How will the design
incorporate this?
Where is compression at work in you structure? How will the design
consider this?
Where is bending at work in your structure? How will the design consider
this?
What are 4 places in your structure where a specific material was used?
Have you provided at least one reason for each material chosen?
Where were fixed and flexible joints used in the structure? Give two
reasons why they were used at each point.
What material was used in your structure? Give three reasons why you
used that material?
Critique
Did you identify one strength?
Did you identify one weakness and provided a suggestion for
improvement?
Self Assessment
What was your role in the group?
What two attributes did you contribute to the group?
What two things did you learn from group work?
Model
Does your model meet the required dimensions?
Did you provide reasoning for the type of bridge chosen?
Did you consider the different types of loads?
Does your bridge look like the type you chose?
Is your bridge well done?
Did you choose appropriate materials for the type and size of model you
built?

Not
Yet
(0)

Some
Evidence
(1)

University of Lethbridge, Faculty of Education

Layout
Is the scale accurate?
Was the land used effectively?
Were considerations made in the design of the community?
Presentation
Were the key points outlined?
Was the design clearly presented?
Was the speaking appropriate and clear?
Group work and use of class time
Did you actively participate?
Did your group use class-time effectively?

University of Lethbridge, Faculty of Education

2) Unit Tests
Purpose: Assist the teacher in evaluating the comprehension and understanding of students regarding
an area of study. As a summative assessment, tests are used as a final evaluation, and should provide a
wide variety of questions that reflect the different objectives being taught throughout the unit.
Process: A teacher would prepare the students for the test throughout the unit, providing review and
additional support to students who need it. Once the material has been taught and reviewed, the test
will occur. It is important for the students to have enough time to take the test, which most often occurs
in the classroom.
Grade 4 Math Unit Test
Unit: Showing Numbers
Reference:
Edmonton Public Schools. (2008). Maximizing Grade 4 Math. Edmonton, AB: Edmonton Public
Schools.

Chapter Test: Showing Numbers


1. The Cineplex Empire Theatre sold 5697 movie tickets last year.
Write this number in words._____________________________
________________________________________________________.

2. Write each number from questions 1 in words.


a. ___________________________________________________________
b. ___________________________________________________________

University of Lethbridge, Faculty of Education

3. The Lethbridge Hurricanes were not popular last week, and


only sold 8937 tickets to their game. Use base ten blocks to
show this number. Use symbols to draw pictures of the base ten
blocks in the place value chart below.
Thousands Hundreds
Tens
Ones

4. The school fundraiser sold 3405 tickets. Use expanded


notation to show this number.

______________________________________________________________

5. Write each number in standard form.


a.

1000 + 600 + 20 + 4

_______________________________

b.

4000 + 8

_______________________________

c.

2000 + 70 + 3

_______________________________

University of Lethbridge, Faculty of Education

6. Write each number in expanded notation.


a.

9483 ____________________________________________________

b.

6341 ____________________________________________________

a.

7522 ____________________________________________________

7. Write each number word in standard form.


a.

three thousand one hundred eighty-eight

______________________________________________________________
b.

four thousand two hundred twenty-five

______________________________________________________________
c.

nine thousand thirty

______________________________________________________________

8. Explain the meaning of each digit in the number 7777.


a.

The first 7 (7777) _________________________________________

b.

The second 7 (7777) _____________________________________

c.

The third 7 (7777) ________________________________________

d.

The fourth 7 (7777) _______________________________________


University of Lethbridge, Faculty of Education

9. Write the numbers from greatest to least, then explain how


you ordered them.
6570, 6750, 6705

10. On a number line write the numbers from least to greatest, then
explain how you ordered them.
2946, 2469, 2496

11. A radio station bought 1150 tickets for Capital Ex. A television station
bought 1510 tickets. Who bought more tickets? How do you know?

University of Lethbridge, Faculty of Education

3) Portfolios
Purpose: Allows students to reflect their knowledge and understanding through a variety of activities
and reflections. Instead of studying material for a test, this allows students to use other means in order
to show their understanding, which benefits multiple learning styles.
Process: Students will collect material throughout the semester that the teacher has designated for their
portfolios. Once the topic has been completed, the students will be asked to organize their portfolios,
and reflect on the submissions by either answering guided questions suggested by the teacher, or
analyzing how a specific submission meets specific learning requirements. Each student will be given
a rubric and checklist to make sure that they know what and how they will be evaluated, and will
submit their portfolios after they have had a sufficient amount of time to work on them.
The exemplar provided does not fully outline every aspect of the portfolio being implemented, but
rather gives a list of the different activities involved and outcomes that will be addressed throughout
the unit.

Grade 6 Science
Wetlands
GLO and SLOs

Portfolio Summative
Assessment
Table of Contents:
Students will describe the living and nonliving components of a
1. Goals and Reflection
wetland ecosystem and the interactions among them.
2. Wetland Discovery
SLO 5.1: Students will recognize and describe one or more
Journal (Daily log)
examples of wetland ecosystems found in the local area; e.g.,
3. Important Terms Web and
pond, slough, marsh, bog, fen
definitions
SLO 5.2 Understand that a wetland ecosystem involves
4. Local wetland fieldtrip
interactions between living and nonliving things, both in and
reflection
around the water.
5. Adaptation investigation
SLO 5.3 Identify some plants and animals found at a wetland site, lab report
both in and around the water; and describe the life cycles of these
6. Brochure/Poster
plants and animals.
illustrating the roles
SLO 5.4 Identify and describe adaptations that make certain plants relationships of different
and animals suited for life in a wetland.
plants and animals within an
SLO 5.5 Understand and appreciate that all animals and plants, not ecosystem
just the large ones, have an important role in a wetland community. 7. My favorite food web
SLO 5.6 Identify roles of different organisms in the food web of a comic
pond: producers, consumers, and decomposers.
8. Group project
SLO 5.7 Draw diagrams of food chains and food webs, and
presentation on a local
interpret such diagrams.
ecosystem.
SLO 5.9 Identify human actions that can threaten the abundance of 9. Individual poster project
survival or living things in wetland ecosystems.
on the impacts of humans on
SLO 5.10 Identify individual and group actions that can be taken
wetland ecosystem
to preserve and enhance wetland habitats.
10. Portfolio checklist and
SLO 5.11 Recognize that changes in part of an environment have
Rubric
effects on the whole environment.

University of Lethbridge, Faculty of Education

University of Lethbridge, Faculty of Education

Das könnte Ihnen auch gefallen