Unit 4: Differentiating Assessments and Communicating Results

Project Description

Overview  

No two students are alike, and no two students learn the same way; however, many teachers still assess all students the same way.  You must recognize the characteristics of skilled, competent readers, the characteristics of English Language Learners, and the characteristics of students with reading difficulties, including Dyslexia. When developing an assessment, you must first analyze the needs and strengths of the student and then create an assessment that will allow them to demonstrate their degree of understanding.

Learning Course Objectives

• Candidates differentiate an assessment for a skilled, competent reader, an English Language Learner, and a struggling reader, including a student with characteristics of Dyslexia.

• Candidates administer the differentiated assessment and reflect upon what went well and what can be improved upon in the future.

What will you do?

1. During the Virtual Class, 

   • Reference the Case Study_Data Triangulation document. 

   • Examine the data to determine which student in the case study is the most skilled, competent reader and which student displays the most characteristics of reading difficulties, including those of Dyslexia. Also, determine which student is an English Language Learner. 

   • Look at the Reading Comprehension Sample Assessment in the activity resources. The assessment is adaptable to any grade level you teach. 

2. Independently, 

• Use the Google commenting feature to differentiate the provided assessment for a skilled, competent reader, an English Language Learner, and a student with characteristics of reading difficulties, including Dyslexia.  (Refer to the Tech Tools if you need help with this process)

• Administer the assessment to three students in your class who most closely match the purposes of the differentiated assessments. (Note, if you are not teaching, you may administer the assessments to family, friends, or cohort members)

• Write or record a reflection (1 page or 1-2 minutes) about differentiating and administering the assessment.  Include a reflection on what went well and what you will do differently next time you differentiate assessments. 

Candidate Assignments

• Use the Google commenting feature on the reading assessment to differentiate the assessment for skilled readers, students with reading difficulties (including dyslexia), and English Language Learners. 

• Reflection on the administration of assessments

Note: All assignment descriptions are written for Proficient. You should carefully examine the criteria for an Outstanding score if you want to aim for Outstanding.

Content specific methods requirements

Method Subject: English as a Second Language

As per your certification area, while differentiating this reading assessment for your ELLs, ensure you address the following:  

• Provide examples of comprehensible input according to various stages of interlanguage as seen in your classroom or in a typical population of ELLs. 

• Describe modifications to your comprehension questions to ensure accessibility and to account for different levels of English proficiency.

Project Description

Overview

In this activity, you will collaborate with your cohort members to develop a comprehensive Literacy Guide for Module 5, that will help you apply the standards, goals, and objectives you’ve learned in this unit to practical classroom instruction. 

Assignment Purpose

The Literacy Guide will allow you to showcase your understanding of literacy standards and objectives while working as part of a team to create a detailed and practical resource for classroom use. The collaboration with your cohort will simulate real-world teaching environments, where educators often work together to align their instruction to learning standards. 

Assignment Instructions

1. Collaborate with Your Cohort: Begin working on your Literacy Guide alongside your assigned cohort members. This is a group assignment, so active participation and contribution are essential. 

2. Ongoing Work: Identify and define necessary literacy terminology. The development of your Literacy Guide is an ongoing process. Even though you started this work earlier in Module 1, you will submit the next portion of your Literacy Guide during this activity.

3. Final Submission: By the end of Unit 4, you should have refined and completed your Literacy Guide. Submit the link from your final Literacy Guide to the e-portfolio you developed during Module 1, before the end of this module. 

Important Deadlines

• You have this week to complete this activity with your cohort.

• Final submission is due by the end of Unit 4. Be sure to submit your Literacy Guide on time. 

Key Points to Remember

• This is a group assignment; collaborate regularly with your cohort.

• Work on the guide throughout the week and submit once completed by the end of Unit 4.

• Your final submission should be made by submitting the link from your Literacy Guide to the e-portfolio you developed in Module 1.

Note: This is a group assignment, so collaborate actively with your cohort.