Determine the acceptable level of achievement to demonstrate mastery.

Week 5 Assignment Differentiated Assessment

Over the past four weeks you’ve had the opportunity to create a
classroom environment that supports the foundations of differentiated
instruction (DI), brainstorm differentiated strategies that align with
the Common Core State Standards, and create the foundation for a unit
plan based that incorporates instructional technology while adhering to
UDL and DI principles.

This week, you will use what you’ve learned to create a summative
assessment for the unit plan you created using one of the strategies
from your PLC blog, and with the classroom environment you’ve outlined
in Week Two.

This summative assessment must:

a. Identify the Common Core State Standard being assessed for mastery (it can be the same one you used in Week Four’s assignment).

b. Identify a unit goal that aligns with the Common Core State Standard.  

For example: The students will (Measurable Verb) by (A specific outcome with a specific tool) with ___% accuracy.

You will also address:

· Measurable mastery – Describe how mastery can be measured.
(e.g., classify, discriminate, create, construct, defend, predict,
evaluate, etc.). Be sure to avoid subjective words such as know,
understand, learn, or appreciate.

· A specific outcome – Explain what students will do to
demonstrate mastery. (e.g., skill or knowledge that has been gained as a
result of this unit).

· Measurable progress – Identify the tool that will be used to measure mastery. (e.g., project, journal, test, etc.).

· Proficiency Level – Determine the acceptable level of achievement to demonstrate mastery.

a. Create three formative assessments using the three day lesson plan outline from the unit plan. Be sure that each formative assessment addresses:

· a unique, differentiated teaching strategy for each day’s lesson,

· multiple intelligences,

· student’s different learning styles, and

· how the assessment results will be used to drive instruction.

b. Create a summative assessment that appraises mastery of the
Common Core State Standard and the Unit Objective. Be sure to use the
summative assessment outline plan from the unit plan. The summative
assessment must include:

· Directions to complete the assessment written using vocabulary and terms geared towards your identified student population.

· A rubric that clearly details how each part of the assignment will be graded.

· Provisions for addressing multiple intelligences and various learning styles.

The assignment should be a minimum of five pages in length, not
including the title and reference pages, and must include reference to
the course text and one additional resource (scholarly article or online
resource). The assignment must be cited in proper APA format. A title
and reference page must be included.

Instructor Guidance

Week 5


This week you will:

1. Explain how assessment drives current and future differentiated instruction.

2. Evaluate formal and informal assessment tools in collecting data
for student’s readiness, interest, and learning profile as a guideline
for differentiating instruction.

3. Create effective formative and summative assessments that are based on differentiated learning principles.

This week you will evaluate and create pre-assessments, formative
assessments, and summative assessments that incorporate differentiated
instructional theory.

We will leave behind the old idea that assessment is a system to mete
out rewards and punishments and move to an understanding that they are
instead used as an effective classroom tool to improve student and
teacher performance.

Discussion Board

Think about when you were in school and you heard the world “TEST” –
what do you think of? Pencil and paper? Textbooks? Scantron forms?

Were you a successful test-taker? How much did you study? Did you study
for hours and still fail? Now imagine if you could have designed your
own test in class; what would it look like? How would it be designed?
Now is your chance to make that change!

One of the key principles of differentiation is providing students with
authentic experiences that evaluate their lesson objective and standard
mastery without the possible negative impact of language barriers,
learning style, disability, or other influencing factors. Luckily this
isn’t as difficult as it sounds! Take some time to view the discussion
by Reeves (2011) that provides the basic guiding principles, getting
started, and examples. In addition, during each class period you will
want to make sure all your students are on the same page, following
along with the instruction and ready to meet the lesson objective. Just
asking “Does anyone have any questions” isn’t enough anymore. When you
were in school and didn’t understand something, were you willing to
stand out? Beginning with a pre-assessment helps you determine student’s
readiness, or where they are starting. Check out what Forest Lake
Elementary school is doing (Edutopia, 2014) about providing some great
pre-assessment strategies that will get students excited to learn,
engage them in the learning process, and evaluate their level of


Watch this short video (Hoffman, 2013) about some of the differences between formative and summative assessments to refresh your thinking about the assignment for the week. Using both formative and summative assessment to drive instruction is an essential part of curriculum development as you gauge student’s level of readiness and standard mastery. Formative assessments are typically used as a quick ‘check in’ to see how students are doing and their level of comprehension on a specific task during a lesson. One very helpful webpage designed for differentiated instruction is “25 Quick Formative Assessments (Links to an external site.)” (Dodge, 2009) as it provides examples for all subjects and grade levels. You can browse through and use what is provided or personalize it with your own ideas. They can also be used at the conclusion of a daily lesson with a quick 5-minute activity, often called an “exit ticket.” A summative assessment on the other hand is at the end of a unit or weekly lesson and assigned a grade that evaluates mastery. A summative assessment can be completed individually or in a group over one or several class periods including projects, essays, presentations, video recordings, or demonstrations.


Dodge, J. (2009). 25 quick formative assessments for a differentiated classroom . Retrieved from Edutopia (2014). Use formative assessment to differentiate instruction (Links to an external site.) [Video file]. Retrieved from Hoffman, M. (2013, October 30). Formative vs. summative assessments (Links to an external site.) [Video file]. Retrieved from Reeves, D. (2011). From differentiated instruction to differentiated assessment (Links to an external site.). ASCDExpress, 6(20). Retrieved from

Required Resources

Required Text

Puckett, K (2013). Differentiating Instruction: A Practical Guide [Electronic version]. Retrieved from

· Chapter 6: Assessment


Chapman, C., & King, R. (n.d.). Differentiated strategies for assessment (Links to an external site.) . (Links to an external site.) Retrieved from

Dodge, J. (2009). 25 quick formative assessments for a differentiated classroom. Retrieved from


Casey Koschmeder. (2012, June 23). What is Differentiated Assessment? (Links to an external site.) [Video file]. Retrieved from

videocourse4teachers (2012, April 2). Differentiated Assessment Strategies: Identifying Learners Strengths and Needs.  (Links to an external site.)[Video file]. Retrieved from

Recommended Resources


Preview the document

Brighton, C. (2009). Pre-assessment in the differentiated classroom . Retrieved from


LEARN NC (2012, March 13). “Who cares” in action: Formative and summative assessment.  (Links to an external site.)[Video file]. Retrieved from


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