chapter  1
22 Pages

Differentiated Assessment

Keeping these distinctions in mind, this book will focus on the “assessment” part of these concepts. We define “differentiation” as adjustments teachers make to address the learning needs of all students. (Northey, 2005; Tomlinson, 1995, 1999, 2003; Wormeli, 2006) When we combine assessment with differentiation, we can say that “differentiated assessment” is the process of finding out in a fair way what each individual student knows, understands, and can do (KUD), how they feel about what they have learned, and how they feel about themselves as learners.