Diversifying Assessment-Round 2

Students are sitting and writing (and explicating) all around me. When I described the quiz to students, they seemed a little more comfortable with the idea of looking at poetry. I imagine many will take my option of answering questions directly, rather than attempting their own explication at this point. As I sit here thinking about my to-do list, I realize I will have to grade these quizzes. I have notes that I've taken on the poem--significant lines, references and meaning--but I realize that may not be enough to effectively assess this work students are turning in. This is a problem. I should have figured out the assessment criteria before giving students the quiz. I am fearful that my expectations will waiver once I see their responses. I need to figure out the answer to the following questions as I continue to look at differentiated instruction:

1. How can I ensure that I am measuring the same skills with different types of assessment?
2. How do I measure those skills so that they can be adequately compiled for data purposes?
3. How do I deliver instruction so that all students get the background information, and practice the skills they need, for the assessment?
4. How do I use technology to effectively integrated differentiated instruction and assessment?

The last question is a question I will need to address with my cohort. I am really struggling with getting the skill and then using technology to apply it. Students have all of these great resources, but I'm not using them as effectively as I should. I feel like my differentiation is still revolving around strategies I used in my old position--when I didn't have any technology. 

As I continue to work through this process, I need to build a toolbox. I need to find resources and strategies that will help me develop assessment and instruction that meets all students needs while promoting growth.