Grading and Differentiation: Paradox or Good Practice?

Carol Ann Tomlinson

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Student Assessment and Feedback Educational Assessment and Pedagogy Learning Styles and Cognitive Differences

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.

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1999The Differentiated Classroom: Responding to the Needs of All Learners 2003Assessment as Learning: Using Classroom Assessment to Maximize Student Learning 1999Office of Educational Research and Improvement 2001How To Differentiate Instruction in Mixed-Ability Classrooms. 2nd Edition.2003Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching 2000Transforming Classroom Grading 2003Assessing student performance

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