Erin Yaremcio

001185125
Dr. John Poulsen
October 12, 2017
Individual Differentiation Assessment and Reflection

Assessment Title: WANTED

Assessment Type (formative, summative, both?):

-Formative and Summative. The formative allows the teacher to see if the students are on

task and the summative demonstrates if the students understood and took into account the

feedback that you have given them. Overall as a teacher you are able to see how the ELA

Program of Studies 6 Pillars of Literacy are conveyed (especially visually representing

and creating).

Students that need differentiation:

-Patrick is an ELL student. Although he is hardworking and creative, it is difficult for

him to understand concepts. Patrick will act as though he understands the concept,

however with any form of reading comprehension it is soon obvious that he does not

understand. To accommodate Patrick, I would use partner work (this way his partner can

help him understand concepts that he might now).

-Although Kyle is not a coded student, Kyle doesnt like to read. It is difficult for him to

be inspired to think outside of the box and be creative on assignments that require

creativity. Because of Kyles reluctance to work creatively, I believe having a partner

would help as well as having a rubric accessible for students to reference.

-Wyatt doesnt like to read. He also has difficulty following steps. By altering this

assignment to include clear concise instructions and rubrics, and using partner work,

Wyatt will not be able to stray off task as easily as before. The instructions and rubric
 need to be clear because he shuts down and refuses to work when he doesnt understand a

concept. As well, as Wyatt doesnt like to read by having the book read to the class while

at school, Wyatt is still reading and forming those reading comprehension skills that he

needs in order to succeed.

Students that dont need differentiations:

-Nicole doesnt need differentiations in the assignment, as she loves to read. Not only

will these differentiations (that are needed for Wyatt, Patrick and Kyle) not distract

Nicole from the purpose of the assignment but they may serve as a way to better engage

her. Nicole is very creative and loves following instructions so the freedom to create a

poster and having simple instructions will be beneficial for her.

-Molly doesnt need differentiations in this assignment because she is very creative. It is

important to let students explore multiple formats to show their understanding of a

concept. Molly also loves reading and thus getting her to read the book would not be a

difficult task, however based on the composition of the class it is better to have the book

read in class to accommodate the majority.

Formative Assessments Needed to be Completed before the Performance Task:

-The book needs to have been finished in class

-Students reading logs need to be completed

Ideas for Altering this Assessment to Ensure Fairness for All Learners in your class:

-Partner work

-Everyone makes a poster on the same book that has been read in class

-Rubric available for students to understand

-Simplify instructions
 -Choose partners for all members of the class

Changes I made (include quotes about how this incorporates fairness, reliability and

validity):

-I changed this assignment to incorporate group work (Patrick). This was to ensure that

all students would be able to complete the assignment even when they arent able to

grasp the concepts. For Patrick especially it is important that he is paired with someone

who is able to help him when he doesnt understand the concept. However, it could create

a negative reaction pattern as Patrick may begin to rely on others to do his work for him,

therefore destroying Patricks ability to lean how to work with different concepts. In

regards of the class, I do not believe that this project would be fully detrimental to anyone

except Kyle who doesnt always like group work as he believes that it can be

distracting if he is placed with someone if he doesnt like or doesnt believe is at the same

level of intellect. For the rest of the class each individual, I feel, would benefit from the

reminder to stay on task and to bounce ideas off of.

Motivation also increases when the assessment tasks are relevant to the

students backgrounds and goals, challenging but possible, and structured to give

students individualized feedback about their performance. (McMillian 72)

-I changed the assignment to reflect a book that students would have read in class

(Wyatt). Under the Alberta Education Grade 4 Curriculum approved resources, I chose

the Whipping Boy because the plot best aligned with the overall theme of this

assignment. I created reliability within my assignment, as I know that students will have

had to read this book and thus everyone is exposed to a book at the level that they should

be reading at. For Wyatt, it is important that he is exposed to materials in class as he does
not do much reading at home. Though exposing Wyatt to reading at school will ensure

that he is at the reading level that he should be at, it could set Wyatt up on a path where

he does no reading at all at home. For Patrick and Kyle reading the book in class would

be beneficial as both of them have admitted during the video interviews that they struggle

with reading comprehension. However, for Nicole and Molly reading the book in class

could become a boring activity as they both love and excel at reading.

Fairness is enhaced by student knowledge of learning targets before instruction,

the opportunity to learn, [and] the attainment of perquisite knowledge and skills

(McMillian 76)

-I chose the partners for this assignment in order to ensure fairness through the grade

distributions. As students often pick their friends to do assignments with, often someone

is left out (Molly). For Molly, someone who has been bullied before, choosing the

partners will allow her to be put with someone who she feels safe and comfortable with.

However, if Molly is always working with someone who she feels comfortable with,

Molly will never be exposed to situations that challenge her developing social skills. For

the rest of the class, it can be beneficial as I am able to average out strengths and

weaknesses in my classroom by pairing high achieving students with students who may

face difficulties.

You need to select your assessments on the basis of what will provide the fairest

indication of student achievement for all your students. (McMillian 71)

-I created a formative aspect to this assignment in order to create validity in my marking.

As students will be given a formative rubric after my assessment of their rough work,

they will be able to make the choice whether or not to take my assessment into
consideration. As well, this shows students where they need to continuously improve

(Nicole) so when they are faced with a poor mark, they have been pre-warned. For

Nicole, she is already quite adept at recognizing when she is struggling with a concept.

Thus I believe that for Nicole it is good to have affirmation of what she knows when she

feels like she is struggling. However, if Nicole is always faced with affirmations of the

areas where she struggles, she will not be exposed to and used to receiving positive

feedback that helps her continue to succeed. For the class as a whole, I believe that

having a formative assessment will be beneficial as all of the students will be able to self-

reference and find where they can improve.

You must plan instruction that focuses specifically on helping students

understand, providing students with feedback on their progress, and giving

students the time they need to learn (McMillian 69)

-I created a Self-Evaluation and a Partner-Evaluation in order to show students the

importance of group work and the importance of their contributions (Kyle). Students are

able to see then that they must be reliable in their team, and must be fair in the

assessment of the other. For Kyle, as he does not always enjoy working in groups having

a group assessment will give me as a teacher an idea of what students he works best with.

Kyle will then be able to see that his thoughts are being heard and may be more willing to

work with others. However, if Kyle is placed with someone that he doesnt like, his

partners mark may be negatively affected. This is why I have the marking schema as I

do (see below) which has some checks and balances in place. For the class (and

especially for Nicole) it is also beneficial, as I believe that students are then able to see

where they are and where they need help.

 If an assessment technique or approach advantages one type of student, another

technique may be a disadvantage to that type of student. (McMillian 71)

Reference:

McMillan, J. H. (2001). Classroom Assessment: Principles and Practice for Effective

Instruction (2nd ed.). Boston, Massachusetts: Allyn and Bacon.

Name:_____________ Date Today: ___________
Partner:____________ Date Due:_____________

WANTED
_

As a guard in the world of The Whipping Boy you are to create a

wanted poster for someone you feel deserves to be in jail. Follow
the checklist below to warn the kingdom of the person, before
disaster strikes!

Hand in completed reading log

Choose who belongs in jail with your partner
Create a rough draft of your poster and submit for feedback
Take into account feedback and finish good copy
Hand it in!
Complete self assessment
Complete partner assessment

Your poster must include:

The name of the character
Description of what the character looks like
Why they are wanted
Who wants them
Reward description
What will happen when they are found
A drawing of the character
The title of the book
The Authors name
You and your partners name

Have fun!
 Individual Assessment of WANTED Poster Summative Students Name:______________
Grade 5 4 3 2 1
Criteria
(A) Students were Students were Students Students Students did not
Worked effectively responsible for the best sometimes responsible completed the completed some complete any part
and responsibly in a work and completed task and completed the task. task. Sometimes but not the of the project. Did
group to the best of their Asked for help and asked for help. entire project. not give an
(based on peer abilities. Asked for help sometimes provided Did not ask for indicator to the
reflection) and provided support to support. help even when teacher that they
(5.2) other group members. struggling. were struggling.
(B) Students used the Students used the Students Students Students
Students were able formative feedback to formative feedback in eliminated their attempted to disregarded the
to identify their enhance their project. some areas. Strengths weaknesses, but remedy at least formative feedback
strengths/weaknesse Both strengths and and weaknesses were did not enhance one weakness. and did not change
s and use feedback weaknesses were considered, however their strengths. any part of their
to their advantage. enhanced. only one was truly project.
(3.4.3, 4.1.2) enhanced.
(C) Students properly and Students used proper Students Students rarely There is a lack of
Grammar and effectively used grammar grammar and spelling sometimes used used proper an understanding of
Spelling and spelling to enhance in their project. proper spelling spelling and proper spelling and
(4.2) their project. and grammar in grammar in their grammar in their
their project project. project and it takes
away from the
project.
(D) Students were able to Students were able to Students used Students Students did not use
Students were able combine print and media combine media and media and/or print ineffectively either media or
to create an to effectively and print to portray their exclusively to used media or print to convey
effective poster persuasively portray opinion. Details were portray their print to portray their opinion. No
using print and their opinion. Details present. opinion. Details in their opinion. details were
media were enhanced due to the other medium Details were present.
(2.2.11, 2.4.2, 3.4.1) their choices. were not present. confusing if
present.
(E) Students were able to Students were able to Students opinion Students Students opinion
Students were able fully articulate their articulate their opinion. was somewhat opinion was was difficult if
to develop their own opinion effectively. Connections between vague. present if impossible to find.
opinion and Connections between the the students project Connections confusing and Project wasnt
paraphrase the students project and the and the text were between the contradictory. connected to the
main events and text were clear and present. Students project and the The project did text at all seemed
connections of the concise. Students showed some text were unclear. not draw any to be disjointed.
story. understood all details of understanding of the Understanding of connections to Lack of materials to
(2.2.7, 2.2.9, 2.3.3, the text. text. the text was the text. Not portray needs.
3.3.5) minimally enough material
reflected. to reflect the
understanding
of the text.

A Total: (Own Assessment (___) x 1, Partners Assessment (___) x2) / 3= ______ (rounded up
to the closest mark)
B Total (___) x 1 = _____
C Total (___) x 1 = _____ Final Total:
D Total (___) x 2 = _____
_____/ 40
E Total (___) x 2 = _____
Group Assessment of WANTED Poster Formative Names of Group Members:________________________

Grade Excellent Proficient Adequate Limited Insufficient

Criteria
Grammar and Students used proper Students used proper Students Students rarely There is a lack of
Spelling grammar and spelling to grammar and spelling sometimes used used proper an understanding of
enhance their project. in their project. proper spelling spelling and proper spelling and
and grammar in grammar in their grammar in their
their project project. project and it takes
away from the
project.
Students were Students used text and Students were able to Students used Students Students did not use
able to create an pictures to portray their combine media and media or print ineffectively used either media or
effective poster opinion effectively. print to portray their exclusively to media or print to print to convey
using print and Details were enhanced opinion. Details were portray their portray their their opinion. No
media due to their choices. present. opinion. Details in opinion. Details details were
the other medium were confusing if present.
were not present. present.

Students were Students were able to Students were able to Students opinion Students opinion Students opinion
able to develop fully articulate their articulate their opinion. was somewhat was present if was difficult if
their own opinion effectively. Connections between vague. confusing and impossible to find.
opinion and Connections between the the students project Connections contradictory. The Project wasnt
paraphrase the students project and the and the text were between the project did not connected to the
main events and text were clear and present. Students project and the draw any text at all seemed
connections of concise. Students showed some text were unclear. connections to the to be disjointed.
the story. understood all details of understanding of the Understanding of text. Not enough Lack of materials to
the text. text. the text was material to reflect portray needs.
minimally the understanding
reflected. of the text.

NOTES FOR CONSIDERATION:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Assessment of my own Group work on the WANTED poster My Name: ___________________

Category 5 Excellent 4 Proficient 3 Adequate 2 Limited 1-

Criteria Insufficient
I am always I was cooperative. I was sometimes I was seldom I was not
willing to help I did my part of cooperative. I could cooperative. I cooperative. I
Contributions and do more than the work. I have done more. I did not do any did not do any
others. I always usually offered sometimes offered work on my work. I did
offered useful useful ideas. useful ideas. own. Rarely not offer any
ideas. offered useful ideas.
ideas.
I always listened I usually listened I often listened to, I rarely listened I did not
to, shared with, to, shared with, shared with, and to, shared with, listen, share
Working and supported the and supported the supported the effort or supported the or support my
With efforts of others. efforts of others. of others. I efforts of others. group. I was
Others I tried to keep I did not cause sometimes was I often was not a not there
people working problems in the distracted. good team enough to be
together. group. member. a part of the
team.
I focused on the I focused on the Sometimes I I did not focus I did not work
task and what task and what focused on the task on the task and on the project.
Focus on the needs to be done. needs to be done and what needs to what needs to be I distracted
Task I am very self- most of the time. be done. Other done. I let others the group.
directed. Group members group members had do the work.
can count on me. to remind me to
stay on task.
My Assessment of my Partners Groupwork for the WANTED Poster Their Name:__________

Category 5 Excellent 4 Proficient 3 Adequate 2 Limited 1-

Criteria Insufficient
They always are They were They were They seldom They were not
willing to help cooperative. They sometimes cooperated, did cooperative.
Contributions and do more than did their part of cooperative. They not do any work They did not
others. They the work. They could have done on their own, do any work.
always offered usually offered more. They and rarely They did not
useful ideas. useful ideas. sometimes offered offered useful offer any
useful ideas. ideas. ideas.
They always They usually They often listened They rarely They did not
listened to, shared listened to, shared to, shared with, and listened to, listen, share
Working with, and with, and supported efforts of shared with, or or support the
With supported the supported the others. They supported the group. They
Others efforts of others. efforts of others. sometimes were efforts of others. were not there
They tried to keep They did not distracted. They often was enough to be
people working cause problems in not a good team a part of the
together. the group. member. team.
They focused on They focused on Sometimes they They did not They did not
the task and what the task and what focused on the task focus on the task work on the
Focus on the needed to be needs to be done and what needs to and what needs project. They
Task done. They are most of the time. be done. Other to be done. They distracted the
very self-directed. Group members group members had let others do the group.
could count on to remind them to work.
them stay on task.