Evaluate: Differentiation 3.1.1

Evaluate: Differentiation 3.1.1

Test data can (should) be used to differentiate instruction.  According to the summary report below, I have four groups of students.  One group does not meet mastery, another group that just under mastery, a group that meets mastery level, and a group that exceeds mastery.  These results help to inform my instruction over the next few days.  My two lower groups will meet with me in "grade recovery time" for additional instruction and opportunities to apply the concepts in a way that would enter long term memory and become a tool for future use.  As I am in a F2F setting, but use a blended model, this meeting can take place in a google document where I place a learning object and the invited students work towards solving the problem that I present and answering some of the guiding questions.

My higher fliers can be teamed up on google documents as well and challenged to create concept maps or other visual representation of meaningful course content.  This could be a reflective piece, a connective piece, or an anticipatory piece.

 This set shows me that I have 7 or 8 students who will need remediation.  Depending on the context of their missed questions, I can either select from my tool kit of activities or develop new activities to meet their content knowledge deficiencies.

Thanks to the information contained in this report, I can see which distractors were the most common- and glean an understanding of the students point of view and perception of the content.  I can also use this data to craft my response - remediative or enriching.