1.

4 Adapting Marking – Michelle Lau

1. Mark based on the IEP

a. spelling should not count if student has LD in spelling and writing (marking
content instead of grammar/writing conventions) and/or allowing use of
technology to support written output (text-to-speech)
b. Not marking oral quizzes if student is hard-of-hearing
c. Ensure test is accessible to all
i. Larger font
ii. Allowing calculators/formula sheets

2. Allow the use of a scribe and alternative means for student to demonstrate
understanding
a. using manipulatives
b. verbally explaining their ideas/answers to you
c. drawing out their answers
d. using graphic organizers
e. Making a pre-recorded video or presenting to just the teacher or a small group
of trusted peers (vs presenting in front of the whole class)
f. Encourage students to post their work on their e-portfolio so they, their parents,
and teachers can view and provide feedback

3. Provide feedback in various formats

a. Summative assessments
i. Rubrics
ii. Projects
iii. Tests/Quizzes
iv. Presentations
v. Peer Evaluation
vi. Summarizing
b. Formative assessments
i. Exit slips
ii. Emoji reaction check ins
iii. SEL check-ins (Zones of Regulation)
iv. Think-pair-share
v. Class discussions/general observation
c. Assessment for Learning
i. reflection/journal writing
ii. 3-2-1