ABSTRACT
This chapter focuses on the performance assessment possibilities of which teachers are in charge. Portfolios are given special attention. A more thorough examination of assessment and evaluation is beyond the differentiated instruction (DI)-centered domain of this book. We offer some suggestions for connecting performance assessment with investigations and problem-solving work found in the differentiated math and science classroom. The objective is to support the other assessments (like tests) that allow students to show what they know.
