DIFFERENTIATE

D ASSESSMENT
Prepared by:
RUSSEL M. PAGANAO
OVERVIEW
Assessment is becoming increasingly important in education as a means for
demonstrating and promoting quality in student learning. However, this is also
an area of much confusion for faculty. Faculty might not understand the
assessment terminology being used, the purpose of assessment and the various
assessment methods that could be employed.
In view to this, some teachers are only using the traditional method of
assessment (paper and pencil test) to assess the students’ performance and
knowledge.
We have to be reminded that students are individuals who learn different
rates and in different ways. The nature of each student should be considered
when planning differentiated assessment experiences.
 OBJECTIVES:

1. Discuss the importance and purpose of

assessment in education specifically to the
students.
2. Discuss varied/ differentiated tools to
assess the students.
 Conducting assessments throughout the school year
can help teachers determine whether instruction is
being delivered at the right level and at the right
place, how to plan future instruction that will meet
students’ need, how students should be grouped for
instruction so that each student receives instruction at
the right level of difficulty and which students need
individual support.
 Giving assessment is measuring the
students’ knowledge if how far have they
learned in the lesson. Assessment can also
provide valuable information on the
appropriateness of the material covered and
the time allowed for that coverage.
Purposes for assessment:

1. To provide more effective

instruction.

2. To evaluate achievement or learning.

What is Differentiated Assessment?
•It involves teachers making adjustments to
and modifying assessment activities for
individual students or a group of students to
cater for: 1. different learning needs2. a
range of learning styles and preferences
•It may take into account the differences
between individual students, such as their:
1. current level of understanding and ability
in relation to a particular topic or skill
2. prior learning experiences.
•Learning style and preferences.
•Motivation and engagement with
learning
• Interests and talents
 One way to think about
differentiated assessment is that it
allows students to demonstrate their
learning or skill getting in the way
that best suits their abilities and
interests.
 Here are the different assessment that
teachers may use in assessing the ability of a
student whether individual or group. The
potential of the students through these
assessments will be done with the help of a
rubric. It maximizes the ability of the students
when given varied assessments.
 PHOTO MOSAIC- creates a photo collage with selected
words and phrases that represent an excerpt of a scene or
dialogue in a literary text.
• Directions:
1. Select one of the given literary excerpts which you will read and
analyze with your group. Consider the following questions in your
discussion.
• a.) What is the dominant mood of the excerpt?
• b.) What devices does the writer use to achieve the overall mood?

• 2. Discuss how the excerpt can best be represented in a photo mosaic.

Choose photos from old magazines and use the art materials to create
your mosaic on a cartolina. You may include words and phrases in
your mosaic for additional effect. Be ready to present your output to the
whole group.
RUBRIC 5- Exemplary 4-Very Good 3- Good 2- Needs 1- Poor Score
Improvement
Shows evidence of Presents enough Provides limited Gives inaccurate Imagery presented
through details that suggest representation of and confusing is unrelated to the
understanding of the good enough the dominant interpretations of mood
mood described in perception of the mood in the the mood
the literary text mood excerpt
Carefully planned, Attractive in terms Reflects lack of Acceptably Distractingly messy
showing awareness of of design, layout planning and little attractive though a or very poorly
the elements and and neatness eveidence that an bit messy designed and is
principles of design, overall unattractive
layout, color scheme, composition was
and effective use of planned
space
Explores several Uses ‘tried and Lacks originality in Gives no evidence Shows no evidence
choices of tested’ patterns for using symbols of trying anything of original thought
presentation showing presentation showing that work unusual
extraordinary might have been
combinations copied
Well-thought out and With a little more Shows average Displays below Indicates poor
beautiful showing effort, the work craftmanship but average craftmanship and
evidence of patience could have been lacks the finishing craftmanship and lack of
and hardwork outstanding touches and is a bit lack of pride in the understanding
careless finished work
SPEECH CHOIR
EXAMPLE

The students are going to interpret a literary piece or a

poem through a speech choir.
RUBRIC IN SPEECH CHOIR
BROCHURE

EXAMPLE

Students are going to make a brochure out of

the topic given to them. For example
Travelogue, Story of a successful family, travel
guide and many more.
kANTABOKASIYA ATBP

Let us organize a small gig in the classroom.

Be able to to identify in your group the singers,
band members, dancers and spoken words
performers.
POSTER MAKING

EXAMPLE

Let us create an advocacy poster to fight

off the LGBT discrimination in our society.
ELEMENTS 4-EXPERT 3-PRACTITIONER 2- APPRENTICE 1- NOVICE

Poster Mechanics • The poster is • The poster is • The poster is a bit • The poster is
exceptionally acceptably messy. distractingly messy
attractive in terms attractive. • Many graphics are or very poorly
Score:__________ of design, layout, • Most graphics are not clear or are too designed. it is not
and neatness. easily viewedand small. attractive.
• graphics are easily relate to the topic. • There are two • Graphics do not
viewed and are • there is one grammatical relate to the topic.
related to the topic, grammatical mistakes. • There are more
making the mistake/error on than two
material easier to the poster. grammatical
understand. mistakes/errors on
• There are no the poster.
grammatical
mistakes/errors on
the poster.
ELEMENTS 4-EXPERT 3-PRACTITIONER 2- APPRENTICE 1- NOVICE

Technical Details • High level of • Sufficient • In places, the • Significant

relevant detail is technical detail is formation was amounts of
presented to included to too detailed or technical detail
Score:__________ allow the enable the was lacking. are lacking or
audience to make audience to inadequate so
judgements about understand the that the audience
the content. The nature of cannot appreciate
tails are not so progress. the progress that
elaborate that the has been made.
presentation
becomes tedious.
ELEMENTS 4-EXPERT 3-PRACTITIONER 2- APPRENTICE 1- NOVICE

Design Verification • Presentation • Presentation • Presentation does • Conclusions are

(Experimental Data) includes includes not include vague or
thorough sufficient results enough results to unrelated.
description of to draw draw
Score:__________
empirical results conclusions. conclusions.
and explains the
importance of thr
results.
ELEMENTS 4-EXPERT 3-PRACTITIONER 2- APPRENTICE 1- NOVICE

Presentation Level • The audience's • The audience's • Some opportunities • The knowledge
interests are piqued knowledge level for adjusting the level of the
and well and interests have presentation level audience has not
Score:__________ considered. been considered. for the audience been considered.
• The audience's have been missed. • The audience is not
• The audience's attention has been • The audience's paying attention.
attention has been maintained. attention is weak.
drawn and
engaged.
ELEMENTS 4-EXPERT 3-PRACTITIONER 2- APPRENTICE 1- NOVICE

Handling of Questions • Presenters • Presenters have • Presenters have • Presenters can not
demonstrate full sufficient difficulty answer the
knowledge of the knowledge of the answering expected expected questions.
Score:__________ material and can material to answer questions beyond a
explain and expected questions. rudimentary level.
elaborate on
expected questions.
LETTER WRITING

EXAMPLE
Let’s give a voice to persona. Through
your understanding of what happened to the
persona, write a simple letter that would tell
the persona’s perspective about the issue.
Final Thoughts/Conclusion:
• Differentiated assessments are great of help to individual students who have
different learning styles, background and level of understanding. Students are
not the same on how they learn. Some maybe are interpersonal and others are
intrapersonal.
• Applying differentiated assessment will give opportunity to students to
maximize their potentials as to how they learn the course. The multiple
intelligence of the students are shown and developed once we use differentiated
assessments. Moreover, their learning styles will be improved because it is
based on their interests, background, age, culture and others.
• Conducting different assessment answers issues on the diversity of learners in a
classroom because students learned in visual, auditory, kinesthetic (Multiple
Intelligence).
Implication
By using such assessments, school administrators
and teachers can make adjustments to curriculum and
coverage time to ensure that students in different
sections of the same school district, or even district
schools altogether, cover material at a similarly
appropriate pace.
•