1st Edition
Assessing Middle and High School Mathematics & Science Differentiating Formative Assessment
For middle and high school teachers of mathematics and science, this book is filled with examples of instructional strategies that address students’ readiness levels, interests, and learning preferences. It shows teachers how to formatively assess their students by addressing differentiated learning targets.
Included are detailed examples of differentiated formative assessment schedules, plus tips on how to collaborate with others to improve assessment processes. Teachers will learn how to adjust instruction for the whole class, for small groups, and for individuals. They will also uncover step-by-step procedures for creating their own lessons infused with opportunities to formatively assess students who participate in differentiated learning activities.
Meet the Author
Preface
1. Differentiating Formative Assessment
What is Differentiation?
Why Differentiate Assessment?
How Can We Link Assessment that Teachers Differentiate with Theories of Learning?
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2. Mastery-Based Differentiated Formative Assessments
New American Lecture
Direct Instruction
Graduated Difficulty
Teams-Games-Tournaments
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3. Understanding-Based Differentiated Formative Assessments
Compare and Contrast
Reading for Meaning
Concept Attainment
Problem-Based Learning
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4. Self-Expressive-Based Differentiated Formative Assessments
Inductive Learning
Metaphorical Expression
Pattern Maker
5. Interpersonal-Based Differentiated Formative Assessments
Reciprocal Learning
Problem-Solving and Decision-Making
Jigsaw
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6. Four Style Differentiated Formative Assessments
Window Notes
Circle of Knowledge/Seminar
Do You Hear What I Hear?
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Biography
Sheryn Spencer Waterman is an educational consultant and instructional coach who specializes in curriculum design, differentiation, assessment, literacy, and mentoring. Her many accomplishments include Teacher of the Year in two schools, National Board Certification (renewed 2007), and Founding Fellow for the Teacher's Network Leadership Institute. She came to the field of education after a career as a psychotherapist and consultant. She has contributed to many local, state, regional, and national projects to promote quality teaching, and she is working on a doctorate in teacher education at the University of North Carolina at Greensboro.
