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Abstract - Ted
Chapter 5 of Integrating Differentiated Instruction and Understanding by Design focuses on considering evidence of learning in diverse classrooms. The chapter starts by pointing out three key principles of effective assessment. The first assessment principle deals with looking at assessment as a photo album, rather than a snapshot. This means that **it's better to have a wide, deep assessment sample rather than a single item of assessment.** It was once said that "genius relies less on flashes of brilliance than it does on just plugging away." Photo album assessment means that there is more than one form of assessment for each content standard, and they should come from different intelligence areas. The second assessment principle demands that **the assessment measure be matched with the goal it is assessing**. This is the traditional "apples to oranges" argument. Educational goals can be divided into declarative knowledge (facts and knowledge), procedural knowledge (skills and techniques), and dispositions (attitudes). An assessment measuring dispositions or procedural knowledge will not effectively assess a student who has been instructed with declarative knowledge only. The assessment should always align with the goal being measured. The third assessment principle (which is brought up later in the chapter) demands that **the instructor should know why they are using each type of assessment** in each case, be it summative, formative, or diagnostic. I found [|a website] that further explains these types. The chapter makes it a point to further the distinction between inauthentic work and authentic work, ensuring that assessment have a real-life sense of importance to students. The chapter also introduces the **GRASPS** framework for assessment tasks. This means assessment should have: The chapter then makes it clear that diagnostic assessment is important to teaching. It says that students should be given choices in parts of their assessment, and offers a Tic-Tac-Toe board allowing students a lot of choice in their assessments. The next point the chapter makes is that teachers should make timely, specific, understandable feedback that allows for adjustment. Just as important as teacher assessment is student self-assessment and reflection. Giving students metacognitive abilities helps to solidify learning. A really good website explaining the importance of self-assessment to critical thinking can be found [|here.]
 * **G** oal relating to the real world
 * **R** ole with meaning for the student
 * **A** udience from the real world
 * **S** ituation relating to the real world
 * **P** roducts and **P** erformances that are student generated
 * **S** tandards to judge performance success (page 70)

Synthesis - Ted
The elements of the chapter that most people pulled out were the three assessment principles and the GRASPS framework for assessment. Everybody understood and agreed that the assessment principles would lead to better evaluation of students' understandings. It seemed to be a very common-sense sort of reading - we all agreed that a student with a certain intelligence preference would better express understanding in an assessment style tailored to that intelligence. The photo album assessment principle strongly stood out in agreement - we all noted that a single impression of a student's understanding will show less about that student than a long-term and comprehensive selection of assessment. The GRASPS framework and assessment principles will be very helpful in our classrooms in guiding our assessment decisions.

Ben
Chapter 5 Chapter 5 of UbD/DI talks about using assessments not only to measure how much is learned, but to help promote learning. Making the way we measure the material covered in different ways. Broken down into three parts, the first one is being a photo album and not a snapshot when it comes to assessing. This impacts me because I can relate this to my classes I've had before. Photo album assessing is embracing different ideas instead of the normal high pressure make or break test. I can interpret this into my class since math has always been a final exam assessment, rarely has a math class been assessed another way. Allowing for other demonstrations of knowledge will make my students more successful. Next is matching appropriate measures that will help show the desired goals I have set up in stage 1 for my students. Creating appropriate situations for the assessments is necessary to have the photo album classroom. Using the six facets of understanding help the make the the photo album class, and prevent the snap shot final test. Authentic work is better than inauthentic. Finally, evaluation of the assessment is key. Whether its teachers, students, or administrators evaluating the overall progress it is necessary to make future classes more successful. When it comes to this part, I look forward to integrating the GRASP formula into my classrooms.

Dani
Chapter 5 In chapter 5 of UbD/DI assessment practices are discussed. I learned that it is best to do many different and on-going assessments of students in order to get a much clearer picture of student learning. This way as a teacher I can try to play to my students’ strengths thus allowing them to show me what they have learned in a way that is not too chaProxy-Connection: keep-alive Cache-Control: max-age=0 enging for them. This affects me in that I will have to be very creative in coming up with multiple assessments so that my students will have many choices. This will help me in my classroom because my students will be more motivated to do their assignments if they can choose their projects or find ways to be creative with them in their own ways. It will also mean that my classroom will be effective in reaching a variety of learners.

Cam
In this chapter I learned different methods of how to assess your students’ understanding of the curriculum. The chapter goes on to outline three prime principles, the first being how to look at the big picture. Principle one points out that standardized tests cannot show or determine a student’s potential. In assessment, teachers need to start with the goal and then branch out to the different intelligences of the students. The second principle highlights three educational goals; declarative knowledge, procedural knowledge, and dispositions. Declarative knowledge is based on what the students need to understand and know from a teacher. Procedural knowledge can be defined as what the students need to have for skills to do things. Lastly, disposition is different types of attitudes or essential habits students should posses. A particular format for teachers to use if they really want their students to grip onto is called GRASPS frame; goal, role, audiences, situation, product, and standards. The third principle underlines three main subcategories of classroom assessment. Summative assessments are the end product of what the students have learned and they can be evaluated by, for example, a final exam. Diagnostic assessment focuses on uncovering what the students already know about the content. Teachers are then able to take the feedback and determine the approach towards a lesson. Formative assessing is an ungraded way of ‘fill in the blank’ type of work for the students.
 * Chapter 5; ****Considering Evidence of Learning in Diverse Classrooms **

This chapter impacted me as a teacher because it made the concept of student assessment being used to better mold your teaching styles to the class clear. Going back to chapter 3 of the MI textbook, I can ask students how they want to learn, but it has to meet the generic standards of the class. In my science class, students will find themselves surrounded by the multiple assessments within my lab experiments. The labs will consist of short and essay questions as well as color the diagrams. Using the topics from the lab and the criteria in the class lessons, I can relate test questions to the completed labs. 

Jason
This chapter explained the different ways that a teacher can effectively examine student learning and understanding. I learned the importance of using formative assessments such as tests and quizzes to less formal things like upgraded questionnaires. After reading this chapter, I have a better understand of good ways to test students on what they have learned aside from using the typical one-size-fits-all unit test. I very much liked the notion of the “photo albums” (Tomlinson 60) in assessing students – I dislike how teachers must now teach for tests instead of teaching for knowledge. I plan on making sure that my students actually understand the material and can apply it instead of them needing to memorize facts just to pass a standardized test.
 * UbD/DI Chapter 5: Considering Evidence of Learning in Diverse Classrooms **

Marcy
In this chapter about assessment I learned three important principles to remember. The first is to take more than one measure of a student’s knowledge about a certain subject and if time does not allow for multiple assessments then vary the assessment format. The second principle is to match the format of the assessment to the goal you want to achieve. There are three types of knowledge, declarative knowledge, procedural knowledge, and dispositions and each can be measured by a different kind of assessment. So it makes sense to assess the students with the format that will most easily show the kind of knowledge you wanted them to know. The last principle is to know the purpose of assessing students. There are three types of assessment and they each serve a different purpose. Summative assessments are the end result, or the measurement of what the student learned, this is what goes on the report card. Diagnostic assessments or pre-assessments are given before the start of a unit to find out how much the students already know. Formative assessment or feed back are given throughout a unit to offer encouragement and to fix any problems or gaps in learning. This impacts me as a teacher because it offers a lot of advice about how to assess. One idea was to offer students choices of how they want to be assessed as long the rubric is generic enough to grade all the different choices the same. This will impact my students to help them learn better by me offering feedback that is clear, understandable, and timely.

Nicholas
Chapter 5: This chapter focused on effective assessments. I learned the importance of self-assessment and reflection. It is necessary for students to recognize how they learn in order for them to know what they can do to improve themselves as a learner and student. This greatly impacts me as a teacher because in health, evaluation is the foundation of what we do. It is also an important skill for students to develop so they are able to set goals and make adjustments needed to accomplish those goals.

Lindsey
The photo album analogy was helpful to me as there is no way to understand student growth if the teacher only sporadically examines the work of the student. Instead, by constantly observing the work of the student as well as the student’s learning style, the teacher may gain a more complete image of who the student is as a learner. While testing remains important in the classroom, relying on a single test to evaluate the work of a student will not give the teacher a full concept of how the student is progressing. When a school uses testing as the primary means of understanding student progress, many important aspects of learning are missed. There is a tendency to focus primarily on the standardized test topics than upon a well rounded curriculum, and many important methods of learning are missed as students are only asked to show their linguistic and logical intelligences. In addition, I thought it was valuable that the chapter discussed the various testing styles used for each educational goal. For example, an art evaluation should never be done through a test, but instead by allowing the student to create artwork or find another way to show their proficiency. I enjoyed that the chapter discussed the difference between knowledge and understanding. While this should be a rather simple distinction, it is nice to have the lines drawn and an explanation given. Understanding can be seen as shades of gray, as there is a large scale of how students understand a concept. In addition, there are many types of understand, thus assessing a student’s level of understanding of a concept can be difficult. When students are capable of explaining as well as applying skills, it can be understood that they understand the concept.

Andrew F.
In education the assessment of students is almost as important as the learning process, assessment is the way in which students are measured in their proficiency of certain topics. The problem is how effectively the student are tested on the material, with most modern standardized testing a student is judged based on a single test which is completely high stakes to compare them to the other students their age. This chapter gives a more correct model of standardized testing which is that of a photo album, in a photo album there is a collection, spanning both time and contexts of individuals which present a better image of that person.

But the way assessments are designed in mainstream testing is that we only get a snapshot of an individual student. Where this can provide a semi-valid portrait of a student at that moment in time, it doesn't show emotional, physical, or mental change as time progresses. We only get a fraction of what each student is capable of. This chapter also suggests such alternatives within a classroom as pre-testing, feedback for teachers, and self-assessment of individuals. By using some of the things suggesting in the chapter, there is a better chance that the students will show full potential when it comes time to take a high stakes standardized test, versus those who are not as prepared.

Jenna
Chapter five of __Integrating Differentiated Instruction and Understanding by Design__ addressed principles of effective assessments. Assessments are essential to educators because it is a guideline to ensure that the students learn the material and it also measures the extent of the students' comprehension. Teachers are also able to adjust teaching styles to be more effective for learners with varying needs. The chapter highly recommended using multiple sources of assessment evidence to measure a student's understanding. Educators cannot take one "snapshot out of a photo album" to fully be able to decide whether or not a student is learning the material. It is important to remember that the assessments should address the essential and enduring goals of the curriculum. There are three types of educational goals: declarative knowledge, procedural knowledge, and dispositions. When a student is capable of not only knowing the information but implementing it in the real world, then educators are truly able to know whether or not a student understands the material. Therefore, it makes sense to implement different and multiple forms of assessments. I found that this chapter was extremely valuable to me in my pursuit of become a teacher because I understand that I am not going to change the curriculum for each student, but I will change the way I assess their understanding of the materials. This chapter also gave me an insight to the many forms and choices of multiple assessments (rubrics, diagnostic tests, etc.) By giving my students multiple forms of assessments, I am giving them a fair and equal chance to succeed. My feedback will also be timely, encouraging, and clear.

**Andrew D**
This chapter looked at the different ways teachers can assess students. There are three principles of effective assessment. The first principle talks about how teachers need to have multiple sources of evidence to have reliable assessment. This means a single test at the end of a unit may not be enough to fully assess the extent of a students’ knowledge of that unit. The second principle talks about three types of educational goals: declarative knowledge, procedural knowledge, and dispositions. This principle tries to decipher the difference between knowing and understanding. Each of these educational goals have direct implications on how we teach and assess. This principle also includes the acronym GRASPS (goal, role, audience, situation, products, standards). The author suggests that for the important ideas and processes you really want your students to understand you should use GRASPS. The third principle looks at four questions. What are we assessing? Why are we assessing? For whom are the results intended? How will the results be used? It also talks about summative assessment and formative assessment. Finally, the chapter talks about reflection and making sure teachers always give their students feedback and not just a grade. This chapter impacted me because it gave me a lot of good ideas on the right ways and wrong ways to assess students. It will impact my classroom because I will take the ideas given in the chapter and use them in the classes I teach. I really like the idea of pre-assessment and believe it is a great way to know where all of your students stand before going into a particular unit. I also will make sure I give my students feedback in their work because I remember having teachers who did not give feedback and I had no idea what I had to do to make my work better.

Lizzie
This chapter helped me to understand the evidence of learning in diverse classrooms. There are three main factors or principles that inform and guide classroom assessment. These principles are: consider photo albums versus snapshots, meaning think long term and as a whole rather than one at a time; match the measures with the goals, meaning make sure that what you are doing is going to lead to the predicted and anticipated goals set; and form follows function meaning that the way in which we design a classroom should come second to how we want the classroom to run or function. A teacher should be fluent in understanding assessment. A teacher also needs to know the GRASPS frame or goal, role, audience, situation, products, and standards. This can help when planning a unit, in order to obtain a valuable outcome. In order to promote learning in a diverse classroom, teachers need to realize that it is crucial to assess before teaching, to offer appropriate choices, provide feedback early on and often, and to encourage self-assessment and reflection. All of these factors are what contribute to a better understanding of the material as well as the classroom environment. I can now recognize why it is so important to have differentiated instruction as well as assessments. In order to understand, from a teacher perspective, how your students see you, you need to understand them. It is often hard to see both sides of a situation therefore assessments can help teachers to see all sides of their students and where they are at in their learning. This can in trying to push your students in achieving a higher level of not only intelligence but understanding. When students see their teachers taking a more active role in their learning it makes them feel enthused to come to class and excited to learn from a teacher who truly cares not who is simply there to make a living. This kind of teaching and evaluating models good behavior and learning for students and promotes taking education into their own hands.

T ed
This chapter was packed with great things to keep in mind. The one that really popped out at me was GRASPS, mostly because I’ve heard the term before but never had it explained to me. All of these mnemonic devices in our books are going to be very helpful. Also very helpful to me were all the tables, like the one comparing authentic and inauthentic work. The 3 assessment principles will be used in my classroom – they make sense, but I hadn’t exactly thought of them or put them into words yet.