Grading and Differentiation: Paradox or Good Practice?
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| Title: | Grading and Differentiation: Paradox or Good Practice? |
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| 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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| 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] |
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| ISSN: | 00405841 |
| DOI: | 10.1207/s15430421tip4403_11 |
