Grading and Differentiation: Paradox or Good Practice?

Teachers often perceive an inherent conflict between "differentiated instruction," which emphasizes attention to variance in students' readiness levels, interests, and learning profiles, and "the grading system," which seems to indicate a sort of rigidity and standardization...

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Bibliographic Details
Published in:Theory into practice 2005-07, Vol.44 (3), p.262-269
Main Author: Tomlinson, Carol Ann
Format: Article
Language:English
Subjects:
Academic grading
Academic learning
Academic Standards
Educational Environment
Educational evaluation
Educational Practices
Educational Quality
Educational Strategies
Grading
Individualized Instruction
Learning
Learning motivation
Learning Processes
Mastery motivation
Miscommunication
Paradoxes
Report cards
Standardization
Student Attitudes
Student motivation
Teachers
Teaching
Teaching Methods
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Summary:Teachers often perceive an inherent conflict between "differentiated instruction," which emphasizes attention to variance in students' readiness levels, interests, and learning profiles, and "the grading system," which seems to indicate a sort of rigidity and standardization. This article examines key principles of quality differentiation and of quality grading to determine whether the two facets of educational practice are compatible. It concludes that the perceived incompatibility stems from misunderstanding the essential principles of differentiation and grading, and from entrenched classroom habits that often run counter to guidance from experts in grading and in differentiation.
ISSN:0040-5841
1543-0421
DOI:10.1207/s15430421tip4403_11