Assessment in a Differentiated Classroom

The ability to effectively differentiate in the classroom takes the creativity and care of an artist, the delicate and precise touch of a surgeon, and the perseverance of a prize fighter.  The topic of differentiation often comes up across our building and district from all stakeholders.  How we can best meet the needs of all of our diverse learners on every point along the spectrum?  Can we meet the needs of our learners without tracked classes?  Can our teachers serve students with learning disabilities in the same class with students who are gifted?  How do we deliver instruction on a learning standard when some students have already mastered it while others need more targeted attention?  How do we motivate reluctant learners and simultaneously cater to those learners who are constantly hungry for more?

When looking to further reflect on these questions a sure fire resource is one our profession’s differentiation gurus, Carol Ann Tomlinson.  I recently read the book that she co-wrote with Tonya R. Moon, Assessment and Student Success in a Differentiated Classroom (2013).  In everything I have read from Tomlinson, in addition to the times I have heard her speak, I have appreciated the practical and intelligent approach she taken to address the topic of differentiation.

Tomlinson and Moon discuss the key elements of differentiation as “a teacher’s proactive response to learner needs shaped by mindset” and that teachers can differentiate through:

• Content – the information and ideas students grapple with to reach the learning goals
• Process – how students take in and make sense of the content
• Product – how students show what they know, understand, and can do
• Affect/Environment – the climate or tone of the classroom

They further discuss that these methods of differentiation need to be addressed according to the student’s:

• Readiness – a student’s proximity to specified learning goals
• Interests – passions, affinities, kinships that motivate learning
• Learning Profile – preferred approaches to learning (p.2)

Two things are clear when it comes to differentiation and assessment.  One is that there must be some sort of pre-assessment to truly comprehend where a student’s understanding currently resides.  The second is that the pre-assessment should be paired with a summative assessment that removes all barriers and distractions in order to accurately measure student attainment of the standards that the instruction intends to deliver.  If we believe that all students come to our classrooms with a huge range of abilities and skillsets (an easy argument) then the following visual (one of my all-time favorites) regarding assessment should speak clearly to all of us in regards to assessment:

In my experiences the power of the pre-assessment is probably the most overlooked element in creating an effective differentiated classroom.  We currently exist in an educational environment that is overassessed and the thought of adding  more assessments to that mix seems counterintuitive.  That could not be further from the truth as a powerful pre-assessment can target our instruction in the right way for all of our students.  Anyone that feels pre-assessments are a waste of time should ask the question of whether they would rather ‘waste’ students’ time on a pre-assessment or ‘waste’ their time on instruction throughout the unit that does not meet their needs or promote their growth.

To sum up the critical importance of effective assessment for effective differentiation look no further that one of education’s top researchers, John Hattie, who states,

For differentiation to be effective, teachers need to know, for each student, where that student begins and where that student is in the individual journey toward meeting the criteria of the lesson or unit. (p. 8)

On the opposite end of the assessment spectrum, differentiation plays a critical role in regards to the summative assessment.  Tomlinson and Moon provide three principles for effective student variance in summative assessment:

1. Differentiated assessment should focus all students on the same essential learning goals
2. Students should be assessed in ways that allow them ample opportunity to demonstrate their knowledge, understanding, and skills
3. The scoring system used for evaluating differentiated assessments should be the same regardless of the type of differentiation (p. 98-99)

In my experience, teachers often do not give themselves enough credit for their skill in regards to differentiation in their instruction or assessment.  By consciously focusing on the principles shared here we can fine tune our skills in this area and better promote and impact the growth of ALL learners!

Tomlinson, C. and Moon, T.  Assessment and student success in a differentiated classroom. Alexandria, VA, ASCD, 2013.