ABSTRACT
Once again, in assessing students, we can’t assume that one size fits all. The method of evaluation used should be a continuation of the type of differentiation used in the unit. In other words, assessment should be linked to the following:
The method of performance during practice of a skill or concept
Student learning styles
Level of cognitive ability (Bloom’s or another)
Student skill level
In a differentiated classroom, there should also be separate grades given for three aspects:
Growth (changes in performance, knowledge, or skills from the beginning to the end of the unit)
Achievement (actual standards-based performance)
Effort
Other than those basic concepts, there’s actually nothing special or new about using assessment in a differentiated situation. Assessment, as always, should do the following:
Be part of every day’s activities: Students should be assessed before, during, and at the end of an instructional unit.
