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Differentiation and High-Stakes Testing: An Oxymoron?

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Title: Differentiation and High-Stakes Testing: An Oxymoron?
Authors: Brimijoin, Kay
Source: Theory Into Practice. Summer2005, Vol. 44 Issue 3, p254-261. 8p.
Subjects: Individualized instruction, Continuous progress programs, Individualized education programs, High-stakes tests, Competency tests (Education), Criterion referenced tests
Abstract: Is meeting diverse learning needs through differentiation incompatible with the high-stakes testing that is now a way of life for many teachers and students across the nation? Recognizing that testing is here to stay for the foreseeable future, this article considers ways to bring differentiation and high-stakes testing together for the benefit of all learners. The article begins with a review of the importance of attending to individual learning needs, and then discusses conflicts that arise when attention to learner needs collides with attention to high stakes tests. The article defines key skills demonstrated by teachers who effectively differentiate curriculum and instruction, and shares data illustrating one teacher's success in enhancing student performance on high stakes tests. The author suggests actions that educators may take to facilitate differentiation when accountability mandates threaten to undermine the personal nature of education. [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: Differentiation and High-Stakes Testing: An Oxymoron?
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  Data: Is meeting diverse learning needs through differentiation incompatible with the high-stakes testing that is now a way of life for many teachers and students across the nation? Recognizing that testing is here to stay for the foreseeable future, this article considers ways to bring differentiation and high-stakes testing together for the benefit of all learners. The article begins with a review of the importance of attending to individual learning needs, and then discusses conflicts that arise when attention to learner needs collides with attention to high stakes tests. The article defines key skills demonstrated by teachers who effectively differentiate curriculum and instruction, and shares data illustrating one teacher's success in enhancing student performance on high stakes tests. The author suggests actions that educators may take to facilitate differentiation when accountability mandates threaten to undermine the personal nature of education. [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_10
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        Type: general
      – SubjectFull: Continuous progress programs
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      – SubjectFull: Individualized education programs
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      – SubjectFull: High-stakes tests
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      – SubjectFull: Competency tests (Education)
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      – SubjectFull: Criterion referenced tests
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      – TitleFull: Differentiation and High-Stakes Testing: An Oxymoron?
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