Differentiated Assessment Strategies: One Tool Doesn't Fit All

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Corwin Press, Nov 15, 2011 - Education - 199 pages
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Assessment is an essential component of differentiated instruction. Assessing students before, during, and after instruction allows teachers and curriculum leaders to draw from a repertoire of assessment tools and strategies not only to improve student performance but also to help students self-assess and take responsibility for their own learning. The assessment strategies in this book will give teachers and curriculum leaders ready-to-use tools for evaluating and activating students′ prior knowledge; continually monitoring learning to provide feedback to students and inform instruction; assessing developmental readiness for new learning among younger, adolescent, and teen learners; assessing learner preferences, cognitive styles, and multiple intelligences; creating flexible learning groups for students to work together, alone, with partners, or in small groups; and creating adjustable assignments for students who are beginners or who are struggling, who are performing at grade level or approaching mastery, or who are performing at advanced mastery levels. This collection of ready-to-use assessment strategies will be appropriate for struggling learners, learners with special needs, learners who are performing at grade level, and for advanced learners. The new edition has been reorganized to be more user-friendly, is thoroughly updated, and includes a generous collection of new strategies.

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User Review  - jimrgill - LibraryThing

This book was a tremendous disappointment. Instead of providing suggestions for effective assessment strategies based on sound pedagogical theory, it contains bulleted lists, charts, tables, and other ... Read full review


Chapter 2 Bringing Research and Best Practices to Differentiated Formative Assessment
Chapter 3 Creating a Climate for Formative Assessment
Chapter 4 Knowing the Learner
Chapter 5 Exploring SelfAssessment
Chapter 6 Formative Assessment Before the Learning
Chapter 7 Formative Assessment During the Learning
Chapter 8 Formative Assessment After the Learning
Chapter 9 Differentiating Summative Assessments
Chapter 10 Assessment for Differentiated Instruction and Flexible Grouping
Chapter 11 Differentiated Instructional Planning Models
Chapter 12 Planning for Differentiated Assessment

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About the author (2011)

Carolyn Chapman is an international educational consultant, author, and teacher who has taught in kindergarten to college classrooms. Her interactive, hands-on professional develoment training sessions challenge many educators to use strategies that ensure success for learners of all ages. Chapman has written many books about differential instruction, multiple intelligences, multiple assessments and the brain-compatible classroom. She is coauthor of the landmark Corwin Press book Differentiated Instructional Strategies: One Size Doesn't Fit All.

Rita King has more than 29 years of teacher training expereince and adminsitrative experiences as principal and director of Middle Tennessee State University's teacher training program in the laboratory school. Most recently, she was an adjunct professor in the Department of Educational Leadershop at the university. She consults internationally in the areas of multiple intelligences, practical applications of brain-based research, differentiated learning, reading and writing strategies, mathematics instruction, creating effective learning environments, and strategies for test success. She is the coauthor of Differentiated Instructional Strategies for Reading in the Content Areas, Differentiated Strategies for Writing in the Content Areas, and Diffentiated Assessment Strategies: One Size Doesn't Fit All.

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