Planning for learning not tasks

Consider one of the two assessment examples below.

Each has been planned to elicit evidence of students’ learning at a specific point in the teaching sequence. We want you to consider how you will differentiate the next steps in the learning in whichever scenario you choose.

Make a brief note in response to the three questions before moving on to the next step in the course where we will ask you to consider your own differentiation practice.

You may want to share your thoughts in the comments section about the example you considered; if you do please refer to which of the examples you reflected upon in your post.

Example One

A. The food contains no fat
B. The food contains starch and sugars
C. The food contains protein
D. The food contains carbohydrate

4 students selected response B
3 students selected response C
8 students selected responses A & B
16 students selected responses B & D
2 students selected responses A, B & D
1 students selected responses A,B,C & D

1. What stumbling blocks had the teacher planned to assess?
2. What would these different answers tell you about what a student knows, partly knows or doesn’t know?
3. How would you differentiate your next lesson/activity to respond and help some of these students overcome the stumbling blocks?

Example Two

1. What stumbling blocks had the teacher planned to assess?
2. How would the quadrant the child chooses inform you of what the child knows, partly knows or doesn’t know about fractions?
3. How would you differentiate your next lesson/activity to respond and help some of these children overcome the stumbling blocks?