Using Data to Differentiate Instruction

Author: Brimijoin, K., Marquissee, E., Tomlinson, C.A.
Publisher: Association for Supervision and Curriculum Development (ASCD)
Publication Date: 2003, February
Journal: Educational Leadership
Journal Volume: 60(5)
Pages: 70-73
Full text available online at: http://www.ascd.org/publications/educational_leadership/feb03/vol60/num05/toc.aspx

Abstract (written by WestEd)

This article profiles a teacher to show how the continuous, dynamic collection of informal and formal data can help determine instruction and its effectiveness. Pre-assessment, student self-assessment, and ongoing assessment are used to differentiate instruction and meet individual student learning needs.

Using a car windshield metaphor, a teacher asks students whether the concept/skill just taught is "clear as glass," "there are bugs on the windshield," or "the windshield is covered in mud." Hand signals enable the teacher to group students for enhancement, self-directed instructional activities, or reteaching.

Pre-assessment (e.g., oral questioning, written journal prompts, tests, webbing, K-W-L chart) helps the teacher pinpoint what needs to be emphasized at the beginning of a lesson. Ongoing formative assessments (e.g., quizzes, quick-writes, essays, open-ended problems) help the teacher modify instruction so each student is appropriately challenged. Reviewing classroom assessment results also helps the teacher and students target specific topics for review before the year-end state standards test.