Assessment

The role of assessment in differentiating instruction

Done well, differentiated instruction supports the complementary goals of honoring each student’s needs and maximizing their learning capacity (Tomlinson & Cunningham Eidson, 2003). Achieved through purposeful instructional planning, differentiated instruction results in pre-determined and in-the-moment teaching decisions tailored to each student’s needs. These decisions are not made by happenstance. They are a result of teachers knowing their students well as learners and individuals. Developing an in-depth understanding of students’ academic strengthens and weaknesses requires continuous assessment of their learning. Assessment provides the evidence required to address the four key differentiated instruction elements: who they teach (students), where they teach (classroom environment), what they teach (content), and how they teach (instruction). It is difficult to imagine discussing differentiated instruction without including assessment.

Leaders in the educational field are turning to new language to describe a balanced approach to assessment: Assessments of Learning and Assessments for Learning (Stiggins, Arter, Chappuis, & Chappuis, 2006). Often characterized as high-stakes exams, Assessment of Learning provides evidence of program and policy impact, and provides a small window into individual student learning needs. Assessment for Learning is designed to get into the heads of young people during the learning process to determine their individual needs as they move toward proficiency. Evidence gathered during Assessment for Learning is not held exclusively by teachers. Rather, it is shared with students in partnership with their teachers for the purpose of constructing a teaching and learning roadmap clear to both student and teacher. Together, differentiated instruction and assessment support teachers to reflect, revise, and tailor instruction to the needs of individual students.

Resources

Assessment Training Institute
http://www.assessmentinst.com/ (outside link)
ETS Assessment Training Institute helps K-12 educators improve student achievement by integrating student-involved classroom assessment with day-to-day instruction.

Center for Performance Assessment
http://www.makingstandardswork.com/assessment/index.htm (outside link)  
The Center for Performance Assessment is a private educational organization that helps individuals, school districts, and corporations achieve their educational objectives through assessment, accountability, and standards.

References

Schmoker, M. (2006). Results now:  How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Stiggins, R.J., Arter, J.A., Chappuis, J., & Chappuis, S. (2006). Classroom assessment for student learning:  Doing it right—using it well. Educational Testing Service.

Tomlinson, C.A., & Cunningham Eidson, C. (2003). Differentiation in practice:  A resource guide for differentiating curriculum grades 5-9. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C.A.,  & McTighe, J. (2006). Integrating differentiated instruction and understanding by design:  Connecting content and kids. Alexandria, VA: Association for Supervision and Curriculum Development.