Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson

Carol Ann Tomlinson and Tonya R. Moon take an in-depth look at assessment and show how differentiation can improve the process in all grade levels and subject areas. After discussing differentiation in general, the authors focus on how differentiation applies to various forms of assessment--pre-assessment, formative assessment, and summative assessment--and to grading and report cards. Readers learn how differentiation can

--Capture student interest and increase motivation

--Clarify teachers' understanding about what is most important to teach

--Enhance students' and teachers' belief in student learning capacity; and

--Help teachers understand their students' individual similarities and differences so they can reach more students, more effectively

Throughout, Tomlinson and Moon emphasize the importance of maintaining a consistent focus on the essential knowledge, understandings, and skills that all students must acquire, no matter what their starting point.

Detailed scenarios illustrate how assessment differentiation can occur in three realms (student readiness, interest, and learning style or preference) and how it can improve assessment validity and reliability and decrease errors and teacher bias.

Grounded in research and the authors' teaching experience, Assessment and Student Success in a Differentiated Classroom outlines a common-sense approach that is both thoughtful and practical, and that empowers teachers and students to discover, strive for, and achieve their true potential.

Tomlinson, Carol Ann: -

Carol Ann Tomlinson is William Clay Parrish, Jr. Professor, Chair of Educational Leadership, Foundations and Policy, and Co-director of the Institutes on Academic Diversity at the Curry School of Education, University of Virginia. Her university career follows a 20-year career as a public school teacher and a leader of district programs for both struggling and advanced learners. She and her colleagues developed a model for what we now call differentiated instruction in their work with heterogeneous 7th grade classrooms. Tomlinson was Virginia's Teacher of the Year in 1974 and won an All-University Teaching Award in 1994. The author of more than 300 publications, she works throughout the United States and internationally with educators who want to create classrooms that are more responsive to a broad range of learners.

Marcia B. Imbeau is a professor in the Department of Curriculum and Instruction at the University of Arkansas at Fayetteville, where she teaches graduate courses in two programs. She is actively involved in university and public school partnerships, working as a university liaison and teaching courses in curriculum development, differentiation, classroom management, and action research. Imbeau is a regular presenter at ASCD's annual conference and has worked with a variety of school districts implementation efforts as a member of the ASCD's Differentiated Instruction Cadre. She is co-author (with Tomlinson) of Leading and Managing a Differentiated Classroom along with several book chapters on the differentiated instruction and classroom management.

SKU	Unavailable
ISBN 13	9781416616177
ISBN 10	1416616179
Title	Assessment and Student Success in a Differentiated Classroom
Author	Carol Ann Tomlinson
Condition	Unavailable
Binding Type	Paperback
Publisher	Association for Supervision & Curriculum Development
Year published	2013-09-30
Number of pages	157
Cover note	Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
Note	Unavailable