According to Betty Hollas, ongoing and meaningful assessment should guide our practice, they are the core and heart of DI, they drive our decisions and planning as well as the ways in which we handle content and adapt for specific needs. Data gathered in assessment defines the way you will design the upcoming learning opportunities. Providing the students with opportunities to prove what they know in different ways and formats, allows us to have a wider view and perspective on how to accomodate for special needs as we teach and try to reach every student.
When students are included in the process of assessment, there are real opportunities for them to grow as learners and also obtain better results as we make goals clear and also give them opportunities to reflect upon what they learn.
Some of the strategies I've used are:
- The human continuum for pre-assessment.
- Analogies
- Evaluating the appropriateness of reading materials
- Signal cards
- If you know it, show it! (by using thumbs up, standing up, remaining seated, smiley faces, colors, etc)
- Exit cards
- Student self-assessment.
- Three facts and a fib.
- Learning logs and response journals
Our inquiry board ---
Open-ended question board.
Our Unit board depicting artifacts, a museum and students pre-assessment on time.
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