ASSESSMENT TASKS FOR 6 DIVERSE STUDENTS
DIAGNOSTIC
Pretest Assessment:
Students to
demonstrate what they
already know about
living, non-living things
and lifecycles using a
Venn diagram
Nikolina (Cerebral Palsy)
Nikolina can do this on
Microsoft word using a
template and writing up
what she already knows.
Tomislav (ASD)
To be given additional time
and break up the task by
first writing what he knows
about living then non-living
and lifecycles.
Zeljka (Profoundly deaf)
Provide Zeljka with a
diagram of each lifecycle
and prompt her to explain
what she knows about
each.
Celeste (Down Syndrome)
Celestes aid can assist by
firstly explaining to Celeste
what each term means :
living, non-living, life cycles
then ask celeste what she
knows about each and
write this down on the
venn diagram
Tim (ADHD) mention of a
new inquiry unit could be
overwhelming for Tim, to
sit with him and explicitly
explain each term, assess
prior knowledge and relate
to what he might have
done in the earlier year,
give couple of examples.
FORMATIVE
Students to use their
laptops to sort given
items into living, non-
living, once living and
not sure.
No differentiation
Reduce the number of
items that are given for
classification, might
become overwhelming for
Tomislav, he still would be
able to demonstrate
understanding even with
using fewer items to sort.
No differentiation
Celeste to attempt the task
and if aid notices too many Under each heading of the
incorrect matches to
perhaps explain the
concepts again by linking
to prior knowledge.
Might be too many items to
sort, could work with
another student.
SUMMATIVE
Class discussion,
explain similarities and
differences between the
three types of lifecycles
using an online
Mindmap
No differentiation
No differentiation
No differentiation
three types of lifecycles
Celeste can input three
characteristics of each:
plant-needs water, sun,
CO2 etc to survive
Monitor Tim during the
assessment to ensure he is
on task, if need be explain
again what is expected of
him.
Ayman (gifted EAL)
When explaining lifecycles
perhaps offer Ayman the
option to use South African
native animals in his
explanations and get him
to explain how the needs of
South African living things
differ to the living things in
Australia
After grouping and
matching items for the not No differentiation
sure category of items
investigate if they are
living, non-living or never
living, explain why.