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Grading and Differentiation: Paradox or Good Practice?

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Title: Grading and Differentiation: Paradox or Good Practice?
Authors: Tomlinson, Carol Ann
Source: Theory Into Practice. Summer2005, Vol. 44 Issue 3, p262-269. 8p.
Subjects: Teaching, Individualized instruction, Mastery learning, Continuous progress programs, Grading of students, Education
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Grading and Differentiation: Paradox or Good Practice?
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1207/s15430421tip4403_11
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        Text: English
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      – SubjectFull: Teaching
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      – SubjectFull: Individualized instruction
        Type: general
      – SubjectFull: Mastery learning
        Type: general
      – SubjectFull: Continuous progress programs
        Type: general
      – SubjectFull: Grading of students
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      – SubjectFull: Education
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      – TitleFull: Grading and Differentiation: Paradox or Good Practice?
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              Text: Summer2005
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