Meeting Learners' Needs 5

Assessing Projects : Formative Assessment

Meeting Learners' Needs

Differentiation for Talented Learners
A learner-centred environment is conducive to differentiating instruction for talented learners as long as assessments support extension of processes and concepts, and the product or process is open-ended.

The following examples compare a poorly designed to an improved rubric for differentiation. In the first, the descriptors are so narrowly defined that a learner could produce any level of brochure and have it earn “5” marks. The scoring guide does not describe details about how well the brochure needs to be completed and only provides a checklist of what to include. This does not address the talented learner because nothing in the “5” category is challenging. The second example is more likely to challenge higher level learners in the classroom while giving special needs learners direction and assistance. Poorly Designed Rubric

BROCHURE	5 Above and Beyond	4 Excellent	3 Satisfactory	2 Working	1 Not Yet
Includes a clever introduction to element
Includes information on at least three uses with pictures
Includes information on history and interesting facts
Follows design layout given in class (trifold, used all six sides, neat, colourful)
Includes bibliography
50 points possible

Revised Rubric

	4	3	2	1
Organization	My brochure is organized in a manner that makes reading each panel easy. Content flows from one panel to the next. I included a theme or purpose that ties the whole report together.	My brochure’s organization makes sense to the reader. Content flows from one panel to the next.	Some of the panels in my brochure are out of order or the content is not developed enough to make sense.	My brochure has no organizational structure. Making sense out of the pieces of information is difficult.
Content Ideas	I completed all components of the task, and information is included on all six sides in the brochure layout. Content reflects in-depth understanding of relevant concepts. Content offers unique interpretations or extensions (generalizations, applications, analogies).	I completed most components of the task, and information is included on all six sides. My brochure shows understanding of major concepts, but some supporting ideas/details are overlooked or misunderstood. I included expected interpretations or extensions.	I completed some components of the task, but information is missing from at least one of the panels of the brochure. My brochure shows gaps in conceptual understanding. I just reworded the research information and did not interpret or extend the information.	Panels are missing in my brochure. My brochure shows gaps in conceptual understanding. I just reworded the research information or copied chunks of information.
Graphics	I chose at least four graphics that are very relevant to the content. They add to the overall message of my brochure and support the content featured in my brochure.	I chose at least three graphics that add to the understanding of the material in my brochure.	Some of the graphics I chose relate to the content, but others don't. Or I only included a few graphics.	I did not include graphics, or the graphics I chose do not connect to the content in my brochure.
Writing	My writing shows sophisticated tone, voice, and sense of audience. I use strong language to create writing that is interesting and powerful. My sentences flow together naturally and are varied in length and structure to enhance meaning. My writing contains surprising or unusual elements that enhance the communication of the content. My brochure contains no spelling, grammatical, or typing errors.	My writing shows appropriate tone, voice, and sense of audience. I use language that is interesting and engaging. My sentences vary and flow together naturally. My brochure has a few spelling, grammatical, or typing errors that do not distract the reader from the content.	My writing attempts to reflect the individuality of the author and the audience. I use predictable language. My sentences show little variety. My brochure has many spelling, grammatical, and typing errors that detract from the meaning of the content.	My writing is generic, reflecting little about the author or the audience. My sentences sound monotonous because they are similar in structure and language. My brochure has multiple spelling, grammar, and typing errors that make it very difficult to understand.
Layout	I use computer layout guidelines, positioning, and colour to create an attractive, neat, and interesting brochure. I use appropriate font sizes and line spacing that add to readability.	I use computer layout guidelines, positioning, and colour to create an attractive and neat brochure.	I tried to use computer layout guidelines, positioning, and colour to create an attractive and neat brochure, but my brochure does not look as good as it could.	I did not use computer layout guidelines or positioning, and my brochure looks sloppy.
Sources	The content in my brochure is supported by reliable sources (four or more), and all are properly cited.	The content in my brochure is supported by reliable sources (at least three), and most are properly cited within the report.	The content in my brochure is supported by too few or unreliable sources, and sources are often improperly cited.	The content in my brochure is supported by a single source or by unreliable sources, and sources are improperly cited.

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