Differentiating Assessment for Learning

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. 

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.

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.

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.

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.

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.