Differentiated instruction and educational standards: Is détente possible? Theory Into Practice, 44(3), 234–244. When you consider the terms in light of sociocultural learning theory and Vygotskys (1978). Differentiated assessment strategies: One tool doesn’t fit all. Thousand Oaks, CA: Corwin. Take formative assessment and instructional scaffolding, for example. The video below discusses many forms of assessment that are popular today.Ĭhapman, C., & King, R. Instructional strategies target students’ current levels of knowledge and skill. Differentiated instruction results when teachers provide clear performance and feedback and prompt interventions to direct learning (Chapman & King, 2005).
The assessment day is held at one of Linklaters’ main offices and lasts for about four hours. Very few candidates are invited and the activities during assessment day are very competitive. Through this process, teachers will decrease skill and knowledge gaps, and will accommodate students’ demonstrated strengths, interests, and personal learning goals” (p. The assessment day, also known as assessment center, is the final stage of Linklaters’ hiring process. The results of assessments inform instruction.Īccording to McTighe and Brown (2005), “Responsive teaching demands diagnostic and ongoing assessments of student progress in relationship to required content and performance standards. Additionally, the teacher should maintain records for each student and hold regular conferences with opportunities for student reflection and steps for student growth. Similarly, teachers assess during the learning to see how much students have learned. The tailor metaphor continues as we consider that the client comes back for fittings and the tailor makes adjustments based on the results of the fittings. Just as a tailor would not make a suit of clothes without first collecting measurements and ideas about the style preferences of a client, a teacher does not plan instruction without first collecting “measurements” about students’ strengths, interests, and differences, and determining which type of assessment to use. Rather than a more traditional definition of assessment where it is used as a means to assign a grade or score after a lesson is completed, assessment should be used in a classroom as the basis for modification-before, during, and after the implementation of any lesson. Formative ssessment, for example, is an ongoing process that takes place alongside instruction.
LINK IT ASSESSMENT HOW TO
Teachers make decisions about how to deliver or modify any given lesson based on assessment that the teacher continually collects and reviews. The close connection between instruction and assessment is a defining characteristic of effective classroom instruction. To encourage students to use comments on each earlier essay - a summative assessment - as formative assessment feedback as well - learning from the feedback to improve work on the next essay - the faculty member has decided that Essay #1 will count for 20%, Essay #2 will count for 25%, and Essay #3 will count for 30%.Assessment and Instruction Interconnectedness
LINK IT ASSESSMENT SERIES
Each essay provides a summative assessment of the student’s work, and it has been scaffolded within a series of formative assessments. Students also meet with their SAW mentor and faculty member to discuss draft revisions. Prior to submitting the final version of each essay, students submit - and receive feedback on - essay abstracts, outlines, and drafts. The course has three essays, each covering the three different schools of Hellenistic thought.
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