EDUC 3504 Differentiated Assessment Planning Guide LeGrandeur/Fall 2023

Use the following table to help guide your planning for the differentiated assessment you are completing. First, determine which
students need differentiation and which students do not. You need to justify WHY you have made these decisions based on the
performance task they have to complete AND their student profile. Second, unpack the curricular outcomes to identify what previous
learning had to be assessed, identify what instruction and learning must happen BEFORE the performance task, and what formative
assessments you might do during the learning cycle to ensure student understanding. Last, list ways you can alter the given
assessment for all five students to ensure fairness while not sacrificing the integrity of the task.

Assessment Title: Data Detectives

Assessment Type (formative, summative, both?): Both

Students That Need Differentiation: Justification:

Kaylee Kaylee: Help with reading, anxious,

● Kaylee should be given some forms of differentiation especially when it
comes to her ability to read and interpret information. Kaylee struggles
Patrick when she is forced to read silently to herself and needs to sound her words
aloud to avoid feeling overwhelmed and frustrated. She would benefit from
having a peer to partner up in this project to take advantage of Kaylee’s
strengths from Motivation and Peer Engagement while reading out loud to
Kaylee will alleviate her reading pain-points with her strength in Verbal
Mediation

Patrick: See the rubric, help developing his research question

● I believe that Patrick should be given some form of differentiation,
primarily in regards to developing his research question. Patrick struggles
with topical fuzziness meaning that he struggles when he does not have a
definite answer. I believe that verbally working through possible questions
with Patrick would provide him the best possible start to his project since
he does well with verbal mediation.
EDUC 3504 Differentiated Assessment Planning Guide LeGrandeur/Fall 2023

Students That Don’t Need Differentiation: Justification:

Julie
Henry ● Julie thinks highly of math and enjoys doing it in her free time. This
assignment seems to be “up her alley” and it would be expected that she
Molly would appreciate this sort of assignment given its math focus alongside
with the open-ended opportunities for creative decisions and increased
Julie chances of interacting with her peers. Her enjoyment of being challenged
is also addressed because of the nature of the assignment’s 4th and 5th
part, allowing her to go further beyond if she desires. If Julie requires
assistance with the Visual Mediation weakness, alternate assignment
templates with less visual components can be provided for her, and the rest
of the class if requested.

Henry:
● Although Henry does not like math classes, his dislikes for the class come
from the thought of not knowing a correct answer. Instead Henry likes
more open ended classes and assignments where he can choose topics that
interest him. While this assignment is rooted in math, it is open-ended
giving Henry the opportunity to choose a topic of his choice for the survey
and decide how best to display and present it. Henry also learns well
through engagement which is at the root of this assignment. Lastly, part 2
of this assignment will be beneficial for Henry as he is a collaborative
learner.

Molly:
● I believe that based on Molly’s interview and her diversity map she does
not need any differentiation. Although Molly is high in anxiety she is
highly motivated and engaged as well as high textual mediation and visual
mediation. Since the project is to create a visual display of the research
question I do not think that Molly will have much difficulty with the
project and that any problems with her anxiety can be largely dealt with
through having clear instructions and a rubric as well as the teacher being
available to assist.
EDUC 3504 Differentiated Assessment Planning Guide LeGrandeur/Fall 2023

Instruction Needed to be Completed Before the Performance Task (What outcomes are you assessing for the performance
task?):

Learning outcome: Students analyze frequency in categorical data

-Frequency can be compared across categories to answer statistical questions

-Examine categorized data in tables and graphs.

-Determine frequency for each category of a set of data by counting individual data points.

-Data can be collected by asking closed-list and open-ended questions

-Formulate closed-list questions to collect data to answer a statistical question

-Categorize data that was collected using closed-list questions.

-Organize counts of categorized data in a frequency table.

-Create various representations of data, including with technology, to interpret frequency

Instruction/Understandings Needed Before Performance Task:

Vocab: Statistics, Data, frequency,

-What are statistics? What is data?

-How to interpret statistical graphs and tables

-How to interpret data

-Understanding of how to use technology (slides, docs, excel)

EDUC 3504 Differentiated Assessment Planning Guide LeGrandeur/Fall 2023

-Teach students what frequency is, how it can be found, and how to interpret it

-Teach students how to comprehend tables, and graphs; specifically bar graphs, dot plots, and stem-and-leaf plots

-Teach students how to construct bar graphs, dot plots, and stem-and-leaf plots

-Teach students the difference between closed vs open ended questions

Formative Assessments BEFORE Performance Task to Ensure Student Understanding:

-Observation in class: observe students as they work through problem data sets, and solve for frequency.

Observation: Observing for students struggling with developing and with finding ways to present visual data. Rough Draft
check-ins
- observe students as they work through problem data sets, and solve for frequency.

Exit Pass: -Create quick sketches of a simple graph (e.g. chart how many students like vanilla vs chocolate ice cream)

-Have example data sets and graphs in class, ask questions during class and have students answer using plickers, ABCD cards, or
mini-whiteboards

-Ask example questions in class about open-ended vs closed questions. Have students answer using ABCD cards, or mini
whiteboards

-Have students collaborate in groups or pairs to make all 3 types of graphs (bar, dot and stem-leaf) for example sets of data.
Teacher’s can observe and give formative feedback on the graphs.

- Ticket to class and/or Exit Passes: have students examine a data set and solve for frequency
EDUC 3504 Differentiated Assessment Planning Guide LeGrandeur/Fall 2023

Ideas for Altering This Assessment to Ensure Fairness for All Learners in Your Set:

● Providing information in multiple formats.

○ Auditory, visual, textual, etc.
● Offering help with developing student research questions.
● Ensure access to a variety of technologies and resources to help students display their data
● Checking in with students at various stages of their project to ensure they are on the right track.
○ Perhaps breaking up the project into one task at a time so that students are not anxious at the total scope of the
project.

Patrick
● We believe Patrick can be assisted primarily through assisting him in developing his research question for his assignment. In
his interview he often had difficulty expanding on his answers or justifying why he felt the way he felt. We believe this could
be a sign of difficulty in regards to metacognition, perhaps language related, so assisting him in creating his question or
having a template would likely benefit him. Patrick also has difficulty with topical fuzziness and not having a clear
answer/way to complete the assignment and so starting him off with some help to focus his area of research to have clear
answers would likely serve him well. Patrick is also a heavily motivated learner and so we believe that once he has created
his question, especially if it is something that interests him, he will do well with the assignment.

Kaylee
● We believe that Kaylee can be assisted by providing extra resources and different environments to alleviate her reading
struggles. Kaylee needs to read and sound out words aloud to interpret and comprehend so a safe environment to do this like
the school library or assistance at home with parents would be beneficial. Her high verbal and visual mediation means that
technology that highlights words as they’re being read out would help Kaylee understand the assignment much more easily.
Another alternative to this technology is having/providing a reading buddy to point and read out the assignment with her.
After these roadblocks are addressed, Kaylee is intrinsically motivated when doing work in a group so along with providing
a reading buddy and partner discussion in Part 2 of the assignment, perhaps extension of group work can be allowed
throughout the entire assignment.
EDUC 3504 Differentiated Assessment Planning Guide LeGrandeur/Fall 2023