Multimedia Platforms

An effective example of a differentiated assessment, summative in nature, was presented by

Edutopia (2016). In this assessment in science, students were required to research and present
learning on a particular animal of choice. Students had recently been learning about animal
adaptations. They were required to include information including habitat, prey, life cycle, adaptation
characteristics etc. Instead of giving students strict instructions on how they were going to be
presenting their learning, the teacher provided the class with choice. He gave students multiple
options for presenting their work including power point, written and some selected computer
applications.
This particular class had students with a wide range of abilities and different backgrounds. In this
particular the case the teacher was very well aware of the interests of his students and planned
accordingly. This is also supported in theory. According to Education Services Australia (n.d.),
differentiated teaching learning requires knowledge of the backgrounds, interests, learning needs
and attributes of all students. Assessment, curriculum, learning experiences and teaching strategies
are then planned based on this knowledge.
One particular student in the class has some behavioural issues and as the teacher explained if he
was to be given a three paragraph essay to write, He would have sat there, swung on his chair, and
made paper balls before getting him to do any work. However, giving him the option of using
computer programs led him to the application Comic Life which had him fully engaged with the task
and even exceeded the teachers expectations. Howell (2011), advocates the use of technology and
digital formats as an important part of student development. Advocating a flexible approach to
presentation as was done in this summative assessment can still allow teachers to meet AITSL
standards. This is because it allows the teacher to interpret student data and evaluate learning
successfully.

THINKTACTOE
Dare to Differentiate (2016), reveal an assessment
strategy known as Think-Tac-Toe which gives
students power in how they showcase their
learning. Think-Tac-Toe allows students to explore
different ways for expressing their key ideas and
skills developed in topics in a number various
activities. The grid represents different levels of
understanding which is applicable to all subject
areas. On the grid, students choose three activities
one in the row, one in the column or diagonal.
Thus, whichever activities the students to
undertake, they will be able to address the same Know Understand and Do (KUD) (Dare to
Differentiate, 2016). Utilising this approach students are then able to showcase what they know and
understand in regards to the lesson, learning experience etc (What are KUDs, n.d.). Think-Tac-Toe is
reflective of differentiation because the teacher is able to create and craft activities which foster
different learning styles and ways their students best learn. Thus, students will be able to partake in
the activities which help them succeed based on their preferred learning styles. Caustion-Theoharis

(2010), state that the Think-Tac-Toe activities need to be created in such a way which challenge
students and encourage them to aim for high achievement so that they are not inclined to choose
easy tasks. Furthermore, the grid can be used in all subject areas for assessment through the
curriculum by linking tasks to outcomes and objectives. In order to avoid a bias assessment and
create authenticity within tasks, Causton-Theoharis (2010) suggests a collaboration with teacher and
student to make assessment rubrics so that the student understands what is expected of them. The
Think-Tac-Toe model is reflective of AITSL standards for assessment. It provides a template for the
development of tasks which can assist teachers assess both formatively and summatively. It provides
the basis for giving students targeted and constructive feedback individually, whilst reporting on
student achievement.

Dry Erase Boards

Another assessment strategy which is useful in the classroom and is reflective of a differentiated
form of assessment is the use of dry erase boards (Goodrich, 2012). Dry erase boards are very
effective as they provide an immediate form of assessment (Dodge, 2009). When students raise the
whiteboards in response to posed questions or problems instant information is provided to the
teacher. This in turn allows the teacher to gauge whether students are using new knowledge and
which areas may be presenting difficulties. Dodge (2009) goes on to state this is effective because it
allows the teacher to take the direction of a lesson or learning experience wherever appropriate. Dry
erase boards are useful for any subject particularly maths, language experiences making them
effective in an integrated curriculum. The dry erase board is perfect for the differentiated classroom
and is very flexible (Dodge, 2009). Various tasks for dry erase boards include; maths problems,
illustrating conceptual understanding, graphic organiser creation and sketching. Furthermore, they
can be used for homework review, warm up activities and individuals or groups. Images and colours
used on the whiteboards are great for visual learners. Kinaesthetic learners are benefited from the
physical nature of drawing, writing, raising the boards and interactive environment. Being able to
cater for the different learning styles is an important aspect of any differentiated assessment
(Wolfolk and Margetts, 2012). A specific example of using the dry erase board posed by Hodge is
using it as an entrance card. Students could be asked to recall information learnt from a previous
lesson. Using dry erase boards is reflective of the AITSL standards in multiple ways. Firstly, it can be
used with different assessment strategies particularly diagnostic as it is very immediate. In addition,
teachers can provide immediate feedback to students a good tool for adjusting teaching based on
student response.