Differentiation and High-Stakes Testing: An Oxymoron? Author(s): Kay Brimijoin Reviewed work(s): Source: Theory into Practice, Vol.

44, No. 3, Differentiated Instruction (Summer, 2005), pp. 254-261 Published by: Taylor & Francis, Ltd. Stable URL: http://www.jstor.org/stable/3497005 . Accessed: 06/02/2012 21:59
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INTOPRACTICE, THEORY 44(3),254-261

Kay Brimijoin

Differentiation and High-Stakes Testing: An Oxymoron?

Is meeting diverse needsthrough learning differtestentiation withthehigh-stakes incompatible is that nowa wayoflife many teachers and for ing teststudents acrossthenation? that Recognizing this future, ingis hereto stay the for foreseeable article considers and waystobring differentiation together thebenefit all for high-stakes testing of Thearticlebeginswith review the learners. a of to importance attending individual of learning and discusses that needs, then conflicts arisewhen to attention learner needscollideswith attention to highstakestests. Thearticledefines skills key demonstrated teachers effectively who by differentiatecurriculum instruction, sharesdata and and one illustrating teacher'ssuccess in enhancing student on stakes tests. auThe performance high thor actionsthateducators suggests maytaketo when accountability facilitate differentiation mandates threaten undermine personalnato the ture education. of

across ONE-SIZE-FITS-ALL ACCOUNTABILITY our nationdramatizes importance the of thatall students have access to approensuring and curriculum, instruction, suppriate engaging resources. Because any classroomwith portive morethanone student a presents rangeof learnto ing needs,teachers struggle provideall studentsaccess; whatworks some students for will notwork others for & (Berliner Biddle,1995). If we expect studentsto navigate successfully then seemsonlyfair it tests, through highstakes that theirteachershave at least foundational skillsin differentiation. Differentiationa conis to teaching learning inand that ceptual approach volvescareful of learning continanalysis goals, ual assessment of student needs, and instructional modifications responseto data in about readinesslevels, interests, learning profiles, and affects(Tomlinson,1999, 2003). Teacherswho differentiate ongoingassessuse mentdata to inform the instruction, increasing likelihood students that decontent, engagewith is in Professor theEducaKay Brimijoin an Assistant and velopin-depth understandings, buildthecationDepartment SweetBriar at College. to whenthetime testfor learning forreprints be sentto Kay Brimijoin, pacity transfer can Requests in & (Tomlinson, Education SweetBriarCollege, Sweet ingarrives Brimijoin, Narvaez, Department, VA E-mail: Briar, 24595. brimijoin@sbc.edu press).

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and An Testing: Oxymoron? Diferentiation High-Stakes

in Conflicts Attending to Needs and Tests to According the NationalBoard of Profesteachers sionalTeaching Standards (1989),expert of on knowledge stushouldbase their practice and dents'abilities, interests, priorexperiences, withfamily and friends. Conflicts relationships are whenteachers missing often arise,however, difand that essential pedagogy support facilitate testAt ferentiation. the same time,high-stakes on assessments ing'sdependence state-mandated or or for as thedominant sole criteria graduation teachers' can fragile capabilipromotion threaten needs. student tiesto meetdiverse for standards bestpractice emphasize Although undershoulddevelopin-depth thatall learners may testing standings, high-stakes pushteachers con"cover" instruction simply and tostandardize tent (Schlechty, 1997; Zemelman,Daniels, & teachers' percepHyde,1998).Whenconsidering a tionsoftheimpact high-stakes of testing, study state a of showedthat majority teachers reported their to has testing led them compromise conceptionsof whatconstitutes practice best (Abrams, Pedulla,& Madaus,2003). of on A study the of effects state testing elemena incidence student of schoolswith high povtary in work with a finds students those schools that erty and narrow curriculum driven testblueprints, by few opportunities enrichment for are offered 2003). Teachers (Moon,Callahan,& Tomlinson, admit tend match in surveyed this they to pedstudy withstatetestsrather thanwithwhatreagogy In of search defines bestpractice. another as study theeffects standards on gifted of students, testing state dataindicated teachers that generally perceive standards theentire see as curriculum, homogeneousinstructionthemost as efficient toteach way viewauthentic and tested content, learning proband uniform lemsolving extras, target as instruction at students the who struggle most(Moon, & learners are Brighton, Callahan,2003). Gifted primarily expectedto repeatwhattheyalready and a know, waitfor chancetomoveahead. of In a study differentiation standards and testteachers ingin middleschools,data showedthat

view a test-focused, as facts-based curriculum and richness lackingmeaning, rigor, (Brighton, Moon, Tomlinson,& Callahan, in Hertberg, and press).This viewof curriculum theexpectationto "teachto thetest"appearto thwart teachers'efforts differentiate contradict reto and what search defines highquality as practice. SkillsofTeachersWho Differentiate in bothcompetence confidence and Building a differentiation of knowledge content, requires of in broadrepertoire assessment tools, flexibility in retasks matching tostudents, creativity finding and sources,continual reflection, collaborative there no are 2002). Although (Brimijoin, support rules steps howdifferenor for established clearly tiation "looks"in a classroom, teachers who are in skilled providing students accesstocurall with riculum instruction on certain prinand focus core best and stuconstitute practice support ciplesthat dent success. ClarityofLearningGoals definitions theknowlof explicit Generating and that will students edge,understandings, skills a is gainfrom learning experience a starting point forteachers whodifferentiate Resisting well. the of first urgeto selectactivities in favor beginning witha clearidea of intended results a process is and McTighe(1998) call backward deWiggins & Brown, thisissue). Usingthis sign(McTighe to process define learning goalswhileconsidering data about students' priorknowledge, perforand mance,interests, learning preferences, miscan the all conceptions increase chancethat learners will develop in-depth understandings. By the of to defining organizing principles thecontent be taught, teachers move from can isolated facts to connections and amongideas. Explorabetween tion implicit of connections underlying and princiof transfer learning ples of a topiccan facilitate and ultimately student on support performance standardized (Bransford, tests & Brown, Cocking, 2000).

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OngoingAssessment

the the of groups, use ofmaterials, pacing instrucand of are tion, thesocialcontext learning all modTasks Respectful ifiedin a variety waysto meetstudent of needs oriented teachershave re- (Tomlinson, Developmentally 1999). Teacherswho differentiate that interact content with and of spectfortheemerging capabilities individual wellensure students students perceive and diversities contributions each other a multitude waysevery as in of weekof to therichness thestudent of Flexible can a (Zemel- theschoolyear. population grouping exert pos256

Teachers skillfully who understand differentiate that assessment central, peripheral,designis not to and and is ingcurriculum instruction, assessment ofno valueunlessitis informativeteachers to and students (Wiggins& McTighe,1998). Effective is anchored ongoing differentiation assessment, by thecontinual of to measurement student response and instruction, assessmentitself. curriculum, When for their of beginning backward design a unit effective differentiators every use available study, and understand pieceofdataonwhat howstudents content. When designing learning experiences, thesedatahelpteachers assurethat student every has equal andadequate accesstocontent, increasactu- Appropriate ingthechancethat high-stakes Strategies testing might 2003). allysupport equity (Darling-Hammond, Teachers with in use expertise differentiation a of instructional to variety research-based strategies students content. hisstudy effecwith In of engage Instruction Informing tiveteachers, research (2002) highlighted Stronge Teacherswithcompetence differentiation showing instructional in that influence stustrategies use ongoing assessment makeproactive to adjust- dent as almost much aptitude. as learning Stronge ments content, in and Research also pointedto data indicating process, products. is achievement fromSternberg Grigorenko and (1997) showed higher whenstudents focuson concepts releand thatresponsive teachers use data aboutdiverse vant tasks. Research-based instructional strategies to adjustassignments design suchas nonlinguistic and thinking styles advance orrepresentations, assessments maximize that student performance. ganizers, interactive and can learning leadtohigher a student's with By determining facility concepts effect sizes on achievement measures (Marzano, and skills or zone of proximaldevelopment Pickering, Pollack,2001). Teachers & skilledin teachers able to are 1978),responsive (Vygotsky, differentiation instruction a broadpalfrom paint for individual ette, design instruction appropriate from bankof strategies have a that drawing readiness levels.According Faulk(1996), a fo- proven be successful meeting range abilito to in a of cusonconcepts principles and linked individual ties, to and interests, learning profiles. interests provide can for multiple entry points students. capitalizing student on interests, By responFlexibleGrouping siveteachers whatstudies & (Amrein mayoffset Berliner, 2003;Darling-Hammond, havein2003) Successful is characterized differentiation by dicated are potentiallynegative effects of in and flexibility teaching learning arrangements. in motiva- When high-stakes testing-adecrease student differentiation is working task well,specific tionandincreasing retention dropout and rates. the of in assignments, placement students learning

certain that man, Daniels,& Hyde,1998).Making areinteresting, and valuable, learning experiences for students an ongoing all is important challenge forteachers who strive differentiate Ento well. of suringthe respectfulness each task requires careful assessment analysisof thelinkbetween dataandlearning aboutstudents' goals,reflection of levels,andconstant developmental monitoring student to of contexts response a variety classroom (Tomlinson, 1999). If a delicatebalanceof chalis lengeand skillsis achieved, engagement more and can likely, optimal learning experiences lead to an increase achievement in (Csikszentmihalyi, 1997).

Brimijoin

and An Testing: Oxymoron? Differentiation High-Stakes

and 34% passedsocialstudies, on itiveinfluence thelearning environment, pro- 53% passedmath, facestheseodds in students construct- 42% passed science.Katherine andassist mote engagement, resolveto drawon all herstrengths, witha firm 1998). (Brandt, ingnewknowledge and buildon thoseofherstudents, assess,assess, assess. ClassroomCommunity time to undevotesconsiderable Katherine create a Teachers skilled in differentiation to the5thgradestandards teaseoutconpacking For that who honorand celebrate ceptsand principles spiraland connect. of community learners 5th she and inde- example, sees thatevery gradestandard differences, belonging, competence, the fits on founded trust, acrossall four This is a community disciplines under overarchpendence. and She of a balanceof shared change, conflict. ingconcepts patterns, self-governance, management, lesto and teacher-directed student-centered interdisciplinary concepts design learning, usesthese backward and practices To and highexpectations. explainhow compe- sons,whenever possible, and a in work a differ- design, and understand, do" articulating"know, tence, autonomy, relatedness In for Tomlinson entiated classroom (2003) experience. a roadmap each majorlearning community, for common math lessonon greatest of useda metaphor three factors, exinterdependent The cogs. to drawsattention thepointat the needs, ample,Katherine cogs represent elementsof student factors and and teacher themselves, making beginto repeat response, curriculum instruction. which connection patterns, ofthe"big to one an explicit balin go Experts differentiationbeyondsimply on by ancingthese elements makingcertainthey ideas"theclasshasfocused acrossall academic this whoself-reg- content year. Students meshtogether seamlessly. knowtheir individual needs ulatetheir behavior, Viewingthe assessment processas dynamic, sees herself a gatherer data not as of and developa senseof relatedness Katherine are respected, its but is and increased are moreengaged, onlyto shapeinstruction also to determine engagement in effectiveness. seesherroleas datacollector She levelsofacademicaccomassociated with higher dimensions: determine to students' three 1991). (Connell& Wellborn, existing plishment their and to understandings achievements; track to and responses moderate challenges; tomeasure Case StudyResearch their outcomes against expected performance meth2002). She uses multiple goals (Brimijoin, ods forpreassessment, as webbing, such KWL A case studyof a diverseclassroomin a in state how charts(whatstudents high-stakes testing illustrates students alreadyKnow,whatthey classroom makedra- Want know, what can to and a skillfully differentiated Learnabouta topic), they and discussions deterto matic and high expectations oralquestioning, group gainsinlearning meet minereadiness levels.She often creates own her on standards assessments 2002). As a (Brimijoin, Katherine Martezknowsher assessment 5th gradeteacher, such as "glass,bugs,or techniques, schooldistrict one to basedon a carwindshield When mud," expects every ofherstudents metaphor. thestate tests theendoftheyear. at Individual itis time students beginapplying for to basicconpass is becauseher ceptsandprinciples a particular on Katherperformance especially important topic, schoolis classified needing as and ine asks: "How manyare clear as glass? How improvement, if facespotential loss of accreditation scoresdo How many manyhave bugs on thewindshield? have windshields coveredwithmud?" Students not rise.Thepressure Katherine her on and classis dramatic because herstudents come to herwith know from and that modeling demonstration glass scoresat the34thpercentile and meansunderstanding applying and and average reading concepts mathscoresat the 32nd percentile national, skillsaccurately independently; means on and bugs norm-referenced tests from 3rd grade. On the but to understanding basic concepts needing criterion-referenced only buildconfidence withguidstate-mandated, tests, through application 47% of herclass passed thereading additional to assessment, ance; mudmeansneeding practice 257

Instruction Differentiated

She and a basicconcepts skills. learners that Havingalready tier. designs taskforadvanced develop differentiated and thencreatesas targets key learning goals, designedlearning by experiences other to the tiers necessary meet range as can of Katherine makeon thespotadjust- many readiness, ments needsin herclass. For novelgroupsin basedon students' spontaneous glass,bugs, learning andmudassessments. arts in she language shemayhavetwotiers, math Katherine set tiers a fraction on lessonbutfour peakper- mayhavethree helpsstudents goalsfor and differentiates on a division and she formance, then bydesigning opactivity, in wordstudy fretimal all routes success.Although students for are quentlyhas five tiersto matchdevelopmental to and the content meet samestate spelling levelsacrossherclass. working master Katherine finds oneofthemost that fundamenfor she benchmarks, designs multiple paths applyof is inganddemonstrating knowledge, understanding, tal, low-prep applications tiering simply andskillsbasedon thevarying of Rather than one journal entry points her varying prompts. writing to students. to Katherine uses ongoingassessment after science a prompt elicitstudent response honethematch tasktostudent, of sure discussion a novel of or making evexperiment, chapter, a hisis appropriately and two lesson,shecreates versions adjusting eryassignment challenging tory by of She includ- thelevelof sophistication abstraction. and Somerespectful. usesa myriad strategies, tieredlessons; ThinkDOTS?; times assigns she studentsparticular a but ing compacting, prompt, and moreoften she asks themto choose,providing Role, Audience, Format, graphic organizers; and task scaffolding thosewho "chooseup" and guidfor Topic (RAFTs); and anchoractivities cardstoengageandfocusthisdiverse the ing thosewho "choose down"toward more group. selection. challenging Compacting Whencompacting uses instruction, Katherine results from informal formal and assessment to areas where students demonstrate adidentify vanced and & understanding skills(Renzulli Reis, who showmastery conof 1994).Students already tent time" explore content more to the in may"buy more at breadth, an accelerated depth, pace,oron an interdisciplinary Thisprovides level. opportunities students begin unit for who a with advanced to rather thansimply knowledge makeprogress, for to waiting others catchup. For each student whose workis compacted, Katherine createsa contract thatdocuments alterations learning in as of at tasks, wellas evidence mastery each stage oftheunit. TieredLessons Tiered lessons are one of the mainstays of Katherine's instructional She repertoire. develops at tiers so assignments different ofdifficulty individualstudents moderately are After challenged. what students know, will and understand, mapping be able todo,Katherine with advanced the begins ThinkDOTSO Katherine well aware of the role interest is in students a learning playsin "hooking" experimodifies based ence,so sheoften journal prompts on student interest rather readiness. also than She uses ThinkDOTS? (Brimijoin, 2002) to offer choicesforstudents they as content and explore skills. After the understand, apply defining "know, and do" ofthelesson,Katherine creates tasks six thattarget students' of knowledge a particular basedon state standards. types She eachtask topic ina 3 x 2 tableandmarks eachtaskonthebackof thepagewith dotcorrespondingthedotson a a to die. The tasksare laminated cutapart, and holes arepunched the and are through cards, they placed on a ring. playThinkDOTSO, student To the rolls a die, flipsto thecardwithcorresponding dots, and completes activity. the Katherine sometimes tiers the cards, color-coding dotsto ThinkDOTS? to of levels.Sheconcorrespond a range readiness siders and thinking learning styles weaving by options visual, for and critiwritten, oralexpression, cal analysis, and work movement, collaborative intoThinkDOTS? tasks.

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and An Testing: Oxymoron? Differentiation High-Stakes

content Katherine use knowledge. might multiplicationproblems, or vocabulary practice, a review that needto visuRecognizing manystudents ofthephotosynthesis as anchor activities process alize information a logical and pictorial in fora math, or sciencelesson languagearts, Katherine often uses graphic dur- during mat, organizers whileshe meetswithstudents begina multito to ing instruction provide wider access to tiered lesson.Students knowto return theanto content. Venndiagram a stapleforherThe is if finish their tiered taskbefore she uses it in social studiesto comparethe choractivity they others. students withstep-by-step inProviding causes and effects theCivil War,in mathto of structions taskcardsis another Katherine on way determine whichfactors sharedby two or are and in self-governance autonomy herclassmorenumbers, in novelstudy examine and to the builds roomas shedifferentiates all learners. for similarities differences characters. and in KatherKatherine knowsthat the creating appropriate ine often thinks aloud as she modelstheuse of has learning community to occurfordifferentiainternalize graphicorganizers, helpingstudents She confers status such strategies theycan drawon themwhen tiontobe effective. continually so on students contributions, for applaudsunique or studying reading independently. and for perspectives, setshigh expectations everyone.She andherstudents all-incluagreeon three RAFT siveclassroom rules:respect and everyone everydo best;andrecognize always your personal WhenKatherine searching a strategy is for that thing; there no timeto waste.She asksstudents be is to willappealtoa broad of and range thinking learnaccountable themselves, groups to the work they she ing styles, uses theRAFT method developed the by NancyVandervanter (1996, as citedin Santa, with, class as a whole,andto her.By sharing control withher students, Katherine's managean teacher who Havens,& Maycumber), English ment than planis more proactive reactive, averting in To participated theMontanaWriting Project. articulates the many problems that often undermine design a RAFT task, Katherine differentiation. a to learning goals and thencreates Role related Katherine's in confidence herability differto content (assumetheroleofa bloodcell),an Audientiate and hergrowing in competence meeting ence (theheart), Format travelogue), a a and (a needs were affirmed stateassessby do I specific Topic(Where I go after leaveyou?). individual ment results. theendof5thGrade, At 74% ofher Shemaydesign ormore five tasks a RAFT ona for passed the readingassessment;58% sciencetopicandleavea wildcardoption stu- students for 58% passedsocialstudies; 74% and dents to design theirown with her approval. passedmath; passedthescienceassessment 2002). (Brimijoin, Sometimes she assignsspecificRAFT tasksto In somecases, individual students bettered their and other timesshe lets themchoose. students, 3rdGradescoresby nearly 30%. After reflecting She does find strategy the works better whenshe on these Katherine results, says: rubric RAFT products for to developsa generic ensurethatstudent workis accurate, organized, andthorough. I amconvinced this Thefacts of .... stuck because into theywerescaffolded existing information, AnchorActivities Task Cards and at readiness hooked in levels, taught thestudents' with and down instruction with tarinterests, nailed Katherine couldnotimplement ofthestratany to geted thestudents' strongest learning styles ... without helpofanchor the activiegiesdescribed Differentiation in a Standardized works Testing tiesandtaskcards.Meaningful activities stuthat World. isn'tjust something "could"and It we dentscomplete whilewaiting instructions for or "should" doifit"weren't these tests." all for darn We when work completed toanchor is instruction help can't afford todoitand not to state expect meet stanin valuableexperiences thatreinforce enrich or dards. 2002, (Brimijoin, p. 263) GraphicOrganizers

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the of Uncoupling oxymoron high-stakes testing and differentiation, Katherine believesshe must teachresponsively each student have the for to best possiblechanceof transferring to learning test taking. for Suggestions Educators it about Although is notpossibleto generalize dataonachievement this from case study, is posit sibletouse thewhat, and of how, why Katherine's differentiation toinform A of practice. close study theprinciples curriculum of designshe utilizes, thestrategies enacts, thelearning she and commushe can conflicts nity creates helptoresolve facing noviceandveteran teachers administrators and as to and in theyattempt facilitate buildexpertise differentiation. To buildexpertise responsive in eduteaching, cators needtodevelop knowledge, the understandProfessional ing, and skills of differentiation. characterized mentoring, learning by coaching, and study a that groups provides context actually models differentiation & Alouf, Chan(Brimijoin, learndler, 2002). By differentiating professional teachers live differentiationtheyare can as ing, aboutit. learning for initiatives should earbe Funding education marked provide to collaborative time, resources, and for whopolish learning, recognition teachers their to These are ability differentiate. teachers a valuableresource needopportunities share and to whatSchlechty work (1997) calledknowledge by best in to demonstrating practice differentiation reducetheconflict between student testing every andteaching student. every Conclusion

Thediverse levels, developmental backgrounds, andlearning of students obvipreferences today's atethesame-size nature high-stakes of As testing. counterintuitive mayseem,it is possiblefor as it teachers skilled differentiation in to improve student achievement atleast somedegree, to make and, differentiationhigh-stakes and testing compatible.

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