Using Assessment and Feedback in Differentiated Instruction Essays

Using Assessment and Feedback in Differentiated Instruction Bridgette Wrice EDU 675 Dr. Steven Brownson August 22, 2010 Differentiated instruction is teaching with student difference in mind. It means starting where the kids are before accepting a consistent approach to teaching that seems to assume that all learners of a given age or grade are alike. A fuller definition of differentiated instruction is that a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible. (Tomlinson, 2003) Assessment Assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessments can be classified in many different ways. The most important divisions are: (1) formative and summative; (2) objective and subjective; (3) criterion-referenced and norm-referenced; and (4) informal and formal. There are two main types of assessment. There is summative assessment which is carried out at the end of a course or projects. Summative assessments are usually used to assign students a course grade. The other assessment is called formative assessment. Formative assessment is carried out throughout a course or project. Formative assessment is used to assist learning and it might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes. Summative and formative assessments are referred to as assessment of learning and assessment for learning. Assessment for learning provides teachers with data to modify and improve instruction. Assessment of learning evaluates students' knowledge and skills in order to make accurate decisions about students' placements (Earl, 2006). The goals of student assessments is to learn about "students' knowledge, skills, and affective status" in order to inform the school, other teachers, parents, and students (Popham, 2006). Summative or formative assessment can be objective or subjective. Objective assessment is a form of questioning which has a single correct answer. Subjective assessment is a form of questioning which may have more than one answer. There are various kinds of objective and subjective questions. Objective question types include true/false, multiple choice, multiple-response and matching questions. Subjective questions include extended-response questions and essays. Objectiv e assessment is becoming more popular due to the increased use of online assessment. Assessment can be either formal or informal as well. Formal assessment is usually a written document, such as a test, quiz, or paper. Formal assessment is given a numerical score or grade based on student performance. Informal assessment does not add to a student's final grade. It usually occurs in a more casual manner, including observation, inventories, participation, peer and self evaluation, and discussion. Evaluation Evaluation is perhaps the most complex and least understood of the terms. When we evaluate, what we are doing is engaging in some process that is designed to provide information that will help us make a conclusion about given circumstances. Usually, any evaluation process requires information about the question at hand. They usually are objectives, goals, standards, procedures, and so on. When we evaluate, we are saying that the process will give up information concerning the value, correctness, goodness, validity, legality, etc., of something for which a reliable measurement or assessment has been made. Teachers, in particular, are constantly evaluating students, and such evaluations are usually done as comparisons between what was intended and what was obtained. Grading We grade to provide feedback, document progress, and to guide instructional decisions. Teaching and learning can and do occur without grades. We do not give students grades in order to teach them. Grades are an indication of summative experiences only not formative experiences. Students can learn without grades, but they must have feedback. Grades are assumptions based upon a sample of student?s work. They are highly subjective and relative. The fact that a range of grades happens among teachers who grade the same product suggests that assessment can only be done against commonly accepted and clearly understood criteria. Grades are relative. Teachers have to be knowledgeable in their subject area in order to assess students properly. Grades are subjective and can vary from teacher to teacher. Grades are not always accurate indicators