Assessment and Differentiation - Literature review Example

Number: Assessment and Differentiation Assessment and Differentiation Introduction Having diverse learners in a classroom challenges educators or teachers to think differently regarding how they facilitate the learning practice, from curriculum, to tutoring, to assessment. Educators or teachers can distinguish the learning process, content or product. This paper will, however, focus on differentiating the products of learning or educations which can be noted through assessments. Assessment is a way that educators use when noting whether their students have learnt of not (Burrus, & Messer, 2012). By differentiating assessment, educators open up opportunities for students to show their developing skills and knowledge in ways in which they might be more "assured" or which might challenge them further. This is true for both lower-level and higher-level learners. Educators are capable of planning the most appropriate activities, as well as assessments, in order to meet student needs (Colorado, 2007). Through centering on adapting assessments to match students’ strengths and needs, teachers can open doors for students to be victorious. Such a change is essential for students who might otherwise not be capable of demonstrating mastery with traditional or normal assessments. Such exceptional students might be English language learners (ELLs). This paper will come up with a lesson plan for English language learners and how they can be effectively assessed by their educators. Teacher Preparation English language learners (ELLs), in content-area courses, have a double challenge meaning that they are expected to learn content and language at the same time (Colorado, 2007). ELLs struggle in content-area lessons such as literature, math, social studies and science because they have not gained the language, literacy skills, or background knowledge essential to master new content knowledge. One way to dealing with this challenge is by effective lesson planning. Relying on their different levels of English proficiency and literacy, ELLs will gain from the skills, which a well-designed lesson can tackle. Effective lessons comprise of building background knowledge, guided practice, explicit instruction and modeling, peer practice and assessment of content learned (Colorado, 2007). Student-teacher interactions along with peer interactions are significant for learning. Owing to the diversity in the background and experience that ELLs bring to the classroom, it is necessary to prepare lessons that deal with a broad range of needs. This wide sweep will also benefit all students in a classroom whether English language learners or not (Hall, 2008). Lesson Components Building Background Knowledge Successful lesson planning requires a couple of steps from initial preparation to the ultimate review of material (Tonya, 2005). Once teachers get started, they should modify their survey to ensure their lesson or standard objectives are eliminating unimportant information, which does not meet its objectives. ELL teachers should also choose key vocabularies to pre-teach their ELLs and develop assessments to examine the content they taught. As teachers prepare their lessons, they should determine what background knowledge students require so as to master the material (Tonya, 2005). Educators might find that their English language learners’ background knowledge differs substantially from one student to another. It is also essential not to consider that ELLs background knowledge is same as that of other learners, who were raised in this nation. With an aim of building background knowledge to ELLs, educators could try creating interests in the subjects they teach through pictures. They could utter the name of the object as many times as possible, in order for ELLs to grasp the name. Educators should also build text-specific knowledge through offering students or ELLs with information from the text beforehand, mainly when the text is conceptually tough to understand. For instance, if there are three main topics on the animal kingdom, then educators should highlight them beforehand (Hall, 2008). Pre-Teaching Vocabulary Select tier 1 to tier 3 phrases or words from target content. Educators should then write an ELL-friendly explanation for each and post them where learners can see them all through the lesson (Hall, 2008). Educators should consider using their local or state English language acquisition regulations as a guide for choosing phrases or words to emphasize. Peer Review and Cooperative Learning Strategies Using peer review is a powerful way of helping students to understand the content. Some of the ways of assisting ELLs to master what they have been taught is by using graphic organizers, assign reading partners and using the think-pair-share technique (Hall, 2008). Using graphic organizers means that students should be put into collaborative clusters and use graphic organizers to could classify the main relationships between information. Assign reading partners, on the other hand, joins English language learners with friendly fluent learners. Educators, therefore, should pair up ELLs with English proficient learners so as to help them improve in English (Colorado, 2007). Writing Writing is also another method for ELLs to demonstrate, as well as extend, their understanding of content. Educators can ask these students to create questions concerning the content and use these questions for their test (Colorado, 2007). Educators can also aid English language learners writing skills through modeling the kinds of writings used regularly in the class content. Educators should help ELLs understand what the aim of different kinds of writing are, and evaluate vocabulary, which would be utilized in these kinds of assignment. Review and Assessment There are numerous ways of review and assessing content after giving out instruction to ELLs. Some of the ways of assessing ELLs include using informal assessments for students and the well known TeacherVision technique (Colorado, 2007). Informal Assessment Informal assessments allow educators to track the ongoing progress of their learners regularly and often. Whereas standardized tests measure learners at a specific point in the year, constant assessments give continual snapshots of where learners are throughout the school year (Burrus, & Messer, 2012). Through using informal assessments, teachers can aim at students specific problem areas, adjust instruction, and intercede earlier rather than later. Assessment Forms Assessment forms, on the other hand, are forms used to mark the progress or improvements of ELLs. The forms make it easier for teachers to evaluate their students and grade their work. They are designed to make the areas, which these students have done well, and the areas where they have not (Burrus, & Messer, 2012). They teacher can then classify which areas he or she can focus on in order to assist the English language learners. These assessments align to essential knowledge, understanding and skills of ELLs as they stress on the both the learning English and the normal curriculum (Colorado, 2007). Students will be clear of the targeted outcomes due to the stressed elements in the program such as pre-teaching vocabulary. However, the best assessment, for this case, is informal assessment. Informal assessment is fair because it advocates for ongoing assessment to ELLs. Constant assessment to ELLs ensures that teachers keep track of their students. It also shows students the importance of the content they study. Informal assessment emphasizes what matters most by stressing equally on English language and the content being studied. In institutions that do not cater for ELLs, they stress more on the subject content than the English. Informal assessment works for students who use it as it gives them time to practice both the English language and the normal content. Informal assessment gives ELLs a chance to discuss what they have learnt not only to their teacher, but also the whole class (Colorado, 2007). Informal assessment tries to establish fair and clear criteria from the beginning. It gives ELLs a clear picture of what is to be studied. Informal assessment provides clear and effective feedback by constant assessment of these students. Students are assessed constantly to check on their progress (Colorado, 2007). Students will benefit from this assessment as educators will constantly be on their look out to help them develop. Conclusion In conclusion, educator should always assess their ELLs to ensure that they are in line with their intended curriculum. They should stress equally on the importance of learning English just as the normal school content. Teachers should note that proper assessment will open up opportunities for their students to develop in English and the main content. References Burrus, Z., & Messer, D. (2012). Differentiation and assessment. New York: ACE Educators Resources. Retrieved from https://sites.google.com/site/aceeducatorresources/Home/assessment-resources/differentiation-and-assessment Colorado, C. (2007). How to develop a lesson plan that includes ELLs. New York: WETA. Colorado, C. (2007). Using informal assessments for English language learners. New York: WETA. Hall, E. (2008). Assessment for differentiation. British Journal of Special Education, 19(1), 20–23. Tonya, M. (2005). The role of assessment in differentiation. Theory into Practice, 44(3), 226-233. Read More