Individual Participant Fee: 250 USD
All participants from ISP schools will be sponsored by ISP Central
Please note, once you have registered, you or your school/organisation will receive an invoice.
Future cohort and registration coming soon!
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ABSTRACT:
Educators have become increasingly aware of the difference between assessment and reporting. Understanding that an assessment, when done effectively, will inform how we might be able to report on where a student is in their learning journey. Assessments can provide feedback on the future direction of instruction and where students may require extension or reinforcement. When a differentiated approach is taken beyond the instructional process and carried through to an assessment, our reporting is far more accurate and ultimately beneficial to the learner. There is a risk of seeing assessments as one dimensional, specific to gathering data on how well a student can retrieve information, versus the ability to retrieve, apply and extend new learning in new and unfamiliar situations. Shifting this mental model requires educators to focus on not only the content but the process of learning. A greater understanding of the variability of how individuals learn improves the capacity to differentiate ways to evaluate their learning.
Essential Points to differentiate assessments for learning:
● Differentiation begins at the planning for the learning stage
● Using quantitative and qualitative data to understand the neurodiversity that exists in
every classroom
● The objective for an assessment must match the task
● Proactively and responsively designing the learning and assessment experience for
the varied levels of interest, readiness and preferred modes of learning.
In this process, teachers must be intentional about seeking objective data that is specific comparative data and setting aside any personal bias when designing the instructional or assessment approach. Taking the Universal Design for Learning (UDL) framework allows for multiple levels of engagement, representation, action and expression to ensure that all students can find their pathway to success.
Session 1
Learner Objectives
Knowing yourself as a learner and what values, experiences and filters impact your work.
Developing a greater self awareness of how you currently design learning and assessment experiences for students.
Being more aware of personal learning bias and intentional planning can support students across the spectrum of learner variability.
Session 2
Learner Objectives
Knowing that in order to plan for quality assessments, it requires having a clear understanding of the learning diversity that exists in every classroom.
Using the learning variability in your classroom to develop high quality and differentiated assessments.
Being more confident and informed in designing for learning for all students.
Session 3
Learner Objectives
Engaging with the Principles of Universal Design for Learning supports the experience for all students.
Having a greater understanding of the roles within teaching and learning through the Principles of Universal Design for Learning.
Being flexible in allowing varied forms of action and expression supports increased motivation and performance for students.
Session 4
Learner Objectives
Exploring the principles and practices of effective differentiation support designing for high quality assessments.
Practicing and applying designing tiered learning experiences for assessment.
Increasing efficacy in designing differentiated assessments.
Session 5
Learner Objectives
Exploring levels of questioning and mediating student thinking engage various stages of the learning process.
Engaging with low, medium and high levels of questioning to support accessing where a student is in the learning process.
Increasing confidence as a teacher that you can work with students as participants in their learning.
Session 6
Learner Objectives
Attending to learning variability when designing assessments for learning enhances the quality of future learning opportunities.
Synthesizing and applying the principles for the cycle assessing and planning for learning.
Increasing confidence in planning and responding to the student variance in learning.
Kristel Solomon is an International Educational Consultant and former Director of Student Support Services at an international school in Saudi Arabia. Prior to moving to the Middle East, Kristel was the Director of Learning Support at an international school in Hong Kong for 10 years. Her dedication and passion in the field of education have led her to work with a wide range of schools and organizations that ensure children have access to high-quality education so that they may find their individual pathways to excellence. Prior to working with international schools, she taught and mentored students within the high-incidence and “at-risk” population in the US.
Kristel is a graduate of Temple University with degrees in Elementary and Special Education and a Masters Degree in Educational Psychology. She also holds a graduate certificate in Mind, Brain and Teaching from Johns Hopkins University.
PROFESSIONAL AFFILIATIONS
Her personal commitment to leading has allowed her to work closely with the Next Frontier Inclusion (NFI) as a workshop facilitator and student support program reviewer. The Special Education and Inclusion Association (SENIA) contribute to the International Baccalaureate (IB) Guidelines for Inclusive Education.