Rick Wormeli (2006), “What is fair isn’t always equal, and our goal as teachers is to be fair and developmentally appropriate, not one-size-fits all equal” (p. 6). If we give every child the same assessment, we are not paying attention to students’ different learning styles and academic readiness. This book is based on the idea that teachers make a curriculum plan that aims different kinds of learners toward a target learning focus. Then as the lesson proceeds, these teachers constantly check to determine how those students are progressing in order to adjust that plan. Those adjustments hopefully work to help students eventually hit that target. This book provides examples of what I call the Assessment Target, which I connect with the differentiation framework proposed by Silver, Strong, and Perini (2007). This framework which they base on

the work of Jung (1923), suggests that students fall into one or more of four learning styles: mastery, understanding, self-expressive, and interpersonal. I show how to base an Assessment Target on one or more of these styles and also include learning styles from the Multiple Intelligences (Gardner, 1993) and from Dunn and Dunn (1993).