The Role of Assessment in Differentiation
Bibliographic Data
| ID | 4254553 |
|---|---|
| Authors | Tonya R Moon (0000-0001-9289-5136, University of Virginia, corresponding author) |
| Year | 2005 |
| Volume | 44 |
| Issue | 3 |
| Pages | 226-233 |
| Publication date | 2005-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15430421tip4403_7 |
| OpenAlex | W1991877054 |
| Language | EN |
| Citations received | 12 |
| References cited | 1 |
With the increasing diversity in classrooms, teachers are faced with a broad range of students representing a wide variety of educational needs. To effectively address students' diverse education needs, teachers must engage in good decision making. This article explores the bidirectional relationship between differentiation and assessment through the lens of decision-making. Particularly, the article investigates the 3 phases of assessment—planning instruction, guiding instruction, and evaluating instruction. It also asks 4 questions: Why does assessment matter? What happens if it is misaligned with learning goals? How does the teacher use the assessment data? What does it look like? The article concludes with a summary of the 3 principle building blocks of differentiation—active learning, high expectations for students, social context of learning—and their implications for assessment
Context (archaeology · Differentiated instruction · Diversity (politics · Engineering ethics · Mathematics education · Pedagogy · Sociology · Variety (cybernetics · Computer Science · Education and Critical Thinking Development · Engineering · Psychology · Student Assessment and Feedback
Quality Teaching
Assessing Differentiation in All Phases of Teaching (Adapt)
Primary teachers' information source use and the student role in adaptive teaching and differentiation
Comparing the Content of, and Home Language Use Policies for Six Gold®-Based Kindergarten Entry Assessments
Fairness as a multifaceted quality in classroom assessment
Pair Tests in a High School Classroom
Formative Assessment Strategies by Monitoring Science Students’ Problem-Solving Skill Development
Sixty seconds about each student–studying qualitative and quantitative differences in teachers’ knowledge and perceptions of their students
How do Australian pre-service teachers understand differentiated instruction and associated concepts of inclusion and diversity
Connecting beliefs, noticing and differentiated teaching practices
Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks
Instructional differentiation in secondary education
| Citations per year | 1 |
|---|---|
| Citation span | 2014 - 2026 (13) |
| Highly cited | No |