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Using Assessment and Feedback - Assignment Example

Ultimately, the paper will make a recommendation on how differentiated instruction would help in teaching and improving the student’s academic performance. Assessment and Feedback Strategies for Differentiated Instruction in a Gifted Classroom The modern education system recognizes the differences in cognitive abilities, talent, language, interest, and skills among the students. This necessitates the use of differentiated instruction in teaching to ensure the readiness and effective learning of all students. The teachers experience gifted classrooms where students have high achievement capability in various aspects which requires the teachers to provide extra ordinary educational services to ensure full development of those capabilities. As such, teachers face the challenge of keeping the gifted students challenged in class. Notably, differentiating instruction considers all the capabilities of the gifted students thus addressing the challenge. The teachers use various assessment methods in differentiated instruction to ascertain the unique strengths and weaknesses of the gifted students as they give feedback at their own levels (Ibabe & Jauregizar, 2010). Ideally, the assessment reveals the student’s learning needs and help the teachers to address these needs after the students give a feedback Ibabe & Jauregizar, 2010). ...
For a class with multiple intelligences students may be gifted and talented but have different intelligences. A pre-assessment will effectively define the intelligence

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of every student. I would therefore do a pre-assessment for each unit or for an entire course. Notably, there are different pre-assessment methods which include charts, graphic organizers, maps, interest surveys, and exit cards (Brighton, 2009). Pre-assessments will motivate my students and enable me to serve students more effectively. In seeking to use pre-assessments for Multiple Intelligences I will have to consult teachers with experience on the same. Assuredly, after a pre-assessment, I will strive to match the differentiated instruction with the ability of the student. On the other hand, post-assessment will ensure that I make a formal and informal assessment of the learning process (Callahan & Tomlinson, 2002). This will involve the use of open ended questions at the end of a lesson or unit where students take control of the answer and tackle the problem in the way that they see fit. Post-assessment is a learning process that will allow my students to reflect on the learning process at the end of the day or at the end of any activity. It demonstrates what the student learned and evaluates the student’s success in attaining the knowledge, concepts, and skills as well as applying the intended goals of the differentiated instruction (Callahan & Tomlinson, 2002). Feedback from Assessments to Reflect Upon and Modify Instruction within the Gifted Class Ideally, teachers and students should learn from assessments in differentiated instruction. The information derived from the assessments (feedback) influences or
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This paper addresses the aspect of assessment and feedback strategies for differentiated instruction in a gifted classroom. The paper will adopt the position of a teacher in a gifted classroom with students who exhibit multiple intelligences…
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