The Role of Assessment in Differentiation

• Published in: Theory into practice Vol. 44; no. 3; pp. 226 - 233
• Main Author: Moon, Tonya R.
• Format: Journal Article
• Language: English
• Published: Columbus Lawrence Erlbaum Associates, Inc 01.07.2005; Lawrence Erlbaum Associates; Ohio State University, College of Education
• Subjects: Academic learning; Active learning; Collaborative learning; Cultural differences; Data Analysis; Decision making; Diversity training; Education; Educational Needs; Educational Objectives; Educational research; Individualized Instruction; Learning; Learning experiences; Mastery learning; Multiculturalism & pluralism; Social Environment; Student Evaluation; Student Interests; Student Needs; Student participation; Student teacher relationship; Teachers; Teaching; Teaching methods; Teaching Skills; United States > US; Virginia
• ISSN: 0040-5841; 1543-0421
• DOI: 10.1207/s15430421tip4403_7

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.