Modifying Assessment Strategies in the Classroom

Differentiating Instruction to Include Many Ways to Assess Progress

Dec 18, 2009
Tammy Andrew

Modifying Assessment Strategies - Heriberto Herrera/SXC

One simple way to differentiate instruction is to use different forms of assessment.

Differentiated instruction is an educational theory through which teachers modify classroom lessons activities. The goal is for all students to learn the material in a manner that best matches his or her learning style and abilities. One way to incorporate differentiated instruction in the classroom is by modifying assessment strategies.

There is a variety of assessment strategies that can be used in classrooms. These strategies can be combined, alternated and modified so the teacher can assess student progress and students can demonstrate their understanding of the material. Some assessments can be small checks to help guide instruction, whereas others can be project assessments designed to allow students to choose a product that they can complete to demonstrate their comprehension of the material.

Assessments That Guide Instruction

Not all assessments occur after lessons are taught, and not all assessments must be provided a grade. Assessments can be inserted into instructional lessons, seat work and project or lab assignments. These assessments are little check-ins that frequently show a teacher how well the lesson is being understood.

For example, after presenting information a teacher could ask the class some questions about the material. Calling on students or having them write down the first thing that comes to mind for each question can give an impression as to how well the material is being processed by students. Students could also be asked questions from Bloom’s affective domain and respond with a thumb’s up, thumb’s down or thumb’s horizontal to indicate their answer.

Using Authentic Project Assessments

Authentic assessments allow teachers to choose from a variety of assessment strategies for project products. They are also valuable for assessing work when considering differentiated instruction. The assessment strategies can vary among choices such as portfolios, project based assessments, and evaluation by rubric.

Providing choices to students for their assessment puts the ownership of the work on the student, but it also requires advanced planning by the teacher. Students are able to choose a product or assessment technique that would best fit what they can and like to do. Teachers need to plan for a variety of options that span many learning styles and multiple intelligences while making sure each one assesses the core competencies of the lesson.

By using a variety of assessment strategies the teacher receives a more complete picture of students’ understanding of the material both to guide instruction and assess comprehension. Since different assessment strategies incorporate different learning styles it becomes easier to modify projects so that all students can present their understanding in a manner that fits their learning style.