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Explore a character and develop your own inner mind and personal identity by relating, reflecting or taking a position on a subject.

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A teenager that wishes to find a book or story-in-other-form that matches the associations they have with the pending topic

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Teenagers asking parents or other family members 'can you share a story from our background that you know around this topic'

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Learning from characters and produce an authentic text (self help book)

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Learning from characters and produce an authentic text (self help book)

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Reading, point of view, personal growth

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Everyone brings a different skill to a topic

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Everyone brings a different skill to a topic

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Readers analyze the impact of the setting on characters and its connection to human nature.

Readers analyze the impact of the setting and theme on characters and its connection to  moral reasoning and ethical judgment.

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https://web.toddleapp.com/platform/4690/courses/186055/unitPlans/426597/view/unitDetails

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Training unit planner JdW Unit 1 Year 2.docx

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Authentic tasks replicate real-world challenges and standards of performance that experts or professionals typically face in the field.

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Oxford Research Encyclopedia of Education

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Introduction

The term "authentic assessment" was first coined in by Grant Wiggins in K‒12 educational contexts. According to Wiggins ( 1989, p. 703), authentic assessment is "a true test" of intellectual achievement or ability because it requires students to demonstrate their deep understanding, higher-order thinking, and complex problem solving through the performance of exemplary tasks. Authentic tasks replicate real-world challenges and "standards of performance" that experts or professionals (e.g., mathematicians, scientists, writers, doctors, teachers, or designers) typically face in the field (Wiggins, 1989, p. 703). For instance, authentic tasks in mathematics need to elicit the kind of thinking and reasoning used by mathematicians when they solve problems.

In the assessment literature, some authors have argued that the term "authentic" was first introduced by Archbald and Newmann ( 1988) in the context of learning and assessment (Cumming & Maxwell, 1999; Palm, 2008). However, the term "authentic" in Archbald and Newmann ( 1988) was associated with achievement rather than assessment. A few years later, Newmann and Archbald ( 1992) provided a detailed explanation of authentic achievement. Cumming and Maxwell ( 1999) have aptly pointed out that authentic assessment and authentic achievement are interrelated, as it is important to identify the desired student learning outcomes and realign the methods of assessment to them. Authentic assessment should be rooted in authentic achievement to ensure a close alignment between assessment tasks and desired learning outcomes. This alignment is of paramount importance in the worldwide climate of curriculum and assessment reform, which places greater emphasis on the development of students' competencies-including critical and creative thinking, complex problem solving, effective communication, collaboration, self-directed and lifelong learning, responsible citizenship, and information technological literacy, just to name a few.

In addition to K‒12 education, "authentic assessment" was further defined by Gulikers, Bastiaens, and Kirschner ( 2004) in the context of professional and vocational training that incorporates competence-based curricula and assessments. To better prepare students for their future workplace, there is a need for assessment tasks used in professional and vocational education to resemble the tasks students will encounter in their future professional practice. Authentic assessments in competence-based education should create opportunities for students to integrate learning and working in practice, which results in students' mastery of professional skills needed in their future workplace.

Authentic assessment has played a pivotal role in driving curricular and instructional changes in the context of global educational reforms. Since the 1990s, teacher education and professional development programs in many education systems around the globe have focused on the development of assessment literacy for teachers and teacher candidates which encompasses teacher competence in the design, adaptation, and use of authentic assessment tasks or performance assessment tasks to engage students in in-depth learning of subject matter and to promote their mastery of the competencies (e.g., Darling-Hammond & Snyder, 2000; Koh, 2011a, 2011b, 2014; Shepard et al., 2005; Webb, 2009). Although many of the competencies are not new, they have become increasingly in demand in colleges and workplaces that have shifted from lower-level cognitive and routine manual tasks to higher-level analytic and interactive tasks (e.g., collaborative problem solving) (Darling Hammond & Adamson, 2010). The amount of new information is increasing at an exponential rate due to the advancement of digital technology. Hence, rote learning and regurgitation of facts or procedures are no longer suitable in contemporary educational contexts. Rather, students are expected to be able to find, organize, interpret, analyze, evaluate, synthesize, and apply new information or knowledge to solve non-routine problems.

Students' mastery of the essential competencies will enable them to succeed in colleges, to thrive in a fast-changing global economy, and to live meaningfully in a complex, technological connected world. According to Darling-Hammond and Adamson ( 2010), the role of performance assessment is critical in helping both teachers and students to achieve the standards of assessment and learning. Many authors in extant research have used "performance assessment" and "authentic assessment" interchangeably (e.g., Arter, 1999; Darling-Hammond & Adamson, 2010). Some authors have distinguished between performance assessment and authentic assessment (Meyer, 1992; Palm, 2008; Wiggins, 1989). Thorough review of the literature suggests that there is a need to differentiate performance assessment from authentic assessment.

All authentic assessments are performance assessments because they require students to construct extended responses, to perform on something, or to produce a product. Both process and product matter to authentic assessments, and hence formative assessment-such as open questioning, descriptive feedback, self- and peer assessments-can be easily incorporated into authentic assessments. In other words, the process is as important as the product. As such, authentic assessments also capture students' dispositions such as positive habits of mind, growth mindset, persistence in solving complex problems, resilience and grit, and self-directed learning. The use of scoring criteria and human judgments are two of the essential components of authentic assessments (Wiggins, 1989).

Although all performance assessments include constructed responses or performances on open-ended tasks, not all performance assessments are authentic. As Arter ( 1999) pointed out, the two essential components of a performance assessment include tasks and criteria. This suggests that the line between performance assessment and authentic assessment is thin. Hence, the authenticity of a performance assessment or performance-based tasks is best to be determined by Gulikers et al.'s ( 2004) five dimensions of authenticity; Koh and Luke's ( 2009) criteria for authentic intellectual quality; Newmann, Marks, and Gamoran ( 1996) "intellectual quality" criteria; and Wiggins's ( 1989) four key features of authentic assessment. The dimensional framework proposed by Gulikers et al. is appropriate for use with assessments in professional and vocational training contexts including higher education institutions, while Wiggins ( 1989), Newmann et al. ( 1996), and Koh and Luke ( 2009) are appropriate for use with assessments in K‒12 school contexts. The criteria for authentic intellectual quality by Koh and Luke ( 2009) have also been linked to the Singapore Classroom Coding Scheme, which was developed by Luke, Cazden, Lin, and Freebody ( 2005) to conduct classroom observations of teachers' instructional practices. Some of the criteria for authentic intellectual quality were adapted from Newmann et al.'s ( 1996) authentic intellectual work, Lingard, Ladwig, Mills, Bahr, Chant, & Warry's ( 2001) productive pedagogy and assessment, and the New South Wales model of quality teaching (Ladwig, 2009). Lingard et al. ( 2001) have used the term "rich tasks" instead of authentic tasks in the Queensland School Reform Longitudinal Study. According to the authors, rich tasks are open-ended tasks that enable students to connect their learning to real-world issues and problems.

In short, this section presents a detailed explanation of the concept of authentic assessment. The remaining sections of this article will include a comparison of authentic assessment and conventional assessment, criteria for authenticity in authentic assessment, authentic assessment research in educational contexts (research problems/questions and methods included), and future research in authentic assessment.

Authentic Assessment Versus Conventional Assessment

Authentic assessment serves as an alternative to conventional assessment. Conventional assessment is limited to standardized paper-and-pencil/pen tests, which emphasize objective measurement. Standardized tests employ closed-ended item formats such as true‒false, matching, or multiple choice. The use of these item formats is believed to increase efficiency of test administration, objectivity of scoring, reliability of test scores, and cost-effectiveness as machine scoring and large-scale administration of test items are possible. However, it is widely recognized that traditional standardized testing restricts the assessment of higher-order thinking skills and other essential competencies due to the nature of the item format. From an objective measurement or psychometric perspective, rigorous and higher-level learning outcomes(e.g., critical thinking, complex problem solving, collaboration, and extended communication) are too subjective to be tested. An overemphasis on objective measurement and closed-ended item formats has led to the testing of discrete bits of facts and procedures. As such, curriculum is fragmented and dumbed down as many of the desired learning outcomes are measured as atomized bits of knowledge and skills.

Standardized paper-and-pen tests are administered in uniform ways to ascertain student achievement for summative purposes (i.e., grading and reporting at the end of a unit or a semester, certification at the completion of a course). At the classroom level, standardized tests are typically used in summative assessment at the end of instruction. Assessment is seen to be detached from instruction. Large-scale administration of standardized paper-and-pen tests is often used for cross-national comparisons of student achievement. The use of standardized paper-and-pen tests on a large-scale basis is predominant in state/provincial assessments and international assessments. Examples of state/provincial assessments are the Foundation Skills Assessments (FSA) in British Columbia, Canada; the Provincial Achievement Tests (PAT) in Alberta, Canada; and the National Assessment of Educational Progress (NAEP) in the United States. International assessments include the Trends in Mathematics and Science Study (TIMSS); the Progress in International Reading Literacy Study (PIRLS); and the Program in International Student Assessment (PISA). The closed-ended item response format in standardized tests tends to encourage students to fill in the bubbles or provide short answers using their rote memorization of discrete facts and procedures. Students are either rewarded or punished depending on whether they get that one answer right according to the answer keys or marking schemes. Such a testing format is aligned with the behaviorist learning theory that promotes the use of rewards to reinforce positive behaviors and of sanctions to remove negative behaviors.

Both summative and international assessments are high stakes because student achievement data derived from these assessments are used for making important decisions or policies, which may lead to unintended consequences for students, teachers, or school administrators. Oftentimes, teacher job performance is evaluated based on student performance on high-stakes assessments. In many high-performative education systems, teachers are held accountable by policy makers, parents, and school administrators for students' performance. Such a high accountability demand has led to teachers' tendency to teach to the content and format of state/provincial, national, or international assessments. For example, Koh and Luke's ( 2009) large-scale empirical study of the quality of teachers' assessment tasks in Singapore, one of the high-performative education systems in the world, has shown that worksheets and summative tests were two of the most commonly used assessment methods in the teaching of core subject areas such as English, mathematics, and science at both elementary and secondary levels. Teachers' instructional practices were driven by preparing students for high-stakes examinations. As a result, the intended curriculum was reduced to a drill-and-practice of decontextualized factual and procedural knowledge.

Authentic assessments are characterized by open-ended tasks that require students to construct extended responses, to perform an act, or to produce a product in a real-world context-or a context that mimics the real world. Examples of authentic assessments include projects, portfolios, writing an article for newsletter or newspaper, performing a dance or drama, designing a digital artifact, creating a poster for science fair, debates, and oral presentations. According to Wiggins ( 1989), authentic tasks must "involve students in the actual challenges, standards, and habits needed for success in the academic disciplines or in the workplace" (p. 706). In other words, authentic tasks need to be designed to replicate the authentic intellectual challenges and standards facing experts or professionals in the field. Such assessment tasks are deemed able to engage and motivate learners when they perceive the relevance of the tasks to the real world or when they find that a completion of the tasks is meaningful for their learning.

The purpose of authentic assessment is to provide students with ample opportunity to engage in authentic tasks so as to develop, use, and extend their knowledge, higher-order thinking, and other competencies. Authentic tasks are often performance-based and include complex and ill-structured problems that are well aligned with the rigorous and higher-order learning objectives in a reformed vision of curriculum (Shepard, 2000). Most professional challenges in the current and future workplace require individuals to strike a balance between individual and group achievement (Wiggins, 1989). The nature of authentic tasks enables students to learn how to achieve such a balance by engaging in independent learning of possible solutions and by collaborating with peers in a socially supportive learning environment over an extended period of time. As such, authentic tasks also support problem-based learning, inquiry-based learning, and other learner-centered pedagogical approaches. Productive discourse or extended communication in a social context is important in the process of arriving at solutions to problems. Hence students are able to "experience what it is like to do tasks in workplace and other real-life contexts" (Wiggins, 1998, p. 24). John Dewey, a prominent philosopher of education, underscored the importance of experience in education by arguing that learners cannot know something without directly experiencing it. Dewey inspired the use of the project method in his laboratory school at the University of Chicago from . The project method enabled children to reflect and examine critically at their prior beliefs or preexisting knowledge in the light of new experiences. Children were expected to learn content knowledge and procedural skills in a context that was relevant to their real-world lives. The context usually entails a complex, real-life problem or authentic project, with many levels of embedded problems and solutions. The project method was further defined as a "hearty purposeful act" by Kilpatrick ( 1918, p. 320) in his essay "The Project Method," which became known worldwide.

Authentic tasks assess not only students' authentic performance or work, but also their dispositions such as persistence in solving messy and complex problems, positive habits of mind, growth mindset, resilience and grit, and self-directed learning. Given that the use of scoring rubrics is a key component of authentic assessment, it enables the provision of descriptive feedback, self- and peer assessment using criteria and standards as in the form of holistic or analytic rubrics. It is important that students receive timely and formative feedback from the teacher and/or peers so that they are able to use the feedback to improve the quality of their performance or work. Such a formative assessment or assessment for learning practice has long been advocated in key assessment literature that urges teachers to use classroom assessment to support student learning or to promote a learner-centered classroom culture (e.g., Black & Wiliam, 1998; Shepard, 2000). From a social-constructivist learning approach (Shepard, 2000), the opportunities for productive discourse or dialogue in the process of collaborating with peers and of giving/receiving peer feedback in completing authentic tasks underscore the importance of co-construction of knowledge and meaning-making through socially supported interactions.

Since the 1990s, the social-constructivist learning theory has played a key role in the curriculum and assessment reform movement. The social-constructivist learning theory was named an emergent constructivist paradigm in Shepard's ( 2000) reconceptualization of classroom assessment practice for the . The emergent constructivist paradigm was characterized by the shared principles of a reformed vision of curriculum, cognitive and constructivist/social-constructivist learning theories, and classroom assessment. The shared principles emphasize that all students can learn, and thus they must be given an equal opportunity to be exposed to intellectually challenging subject matter and assessment tasks that are aimed at developing their higher-order thinking, problem solving, and dispositions. The principles of classroom assessment in Shepard's ( 2000) emergent constructivist paradigm are similar to those that characterize authentic assessment.

Criteria for Authenticity in Authentic Assessment

There is a substantial curriculum and assessment literature focusing on the features or characteristics of authentic assessment. The use of "features" and "characteristics" seems to suggest that an assessment or a task can be quantifiable for its authenticity. I prefer to use the term "criteria" to determine and describe the degree of authenticity of an assessment or a task. This section includes a review of the relevant literature on the criteria of authentic assessment.

According to Wiggins ( 1989, 1998), assessment is central to learning and must be linked to real-world demands. In these articles, some of the criteria for authentic assessment are overlapping. They can be summarized into eight criteria:

, authentic assessment "is realistic" (Wiggins, 1998, p. 22). This means that the authentic task or tasks must replicate how a student's knowledge, skills, and/or dispositions are assessed in a real-world context. In other words, the authentic task or tasks should replicate or simulate the real-world contexts in which adults are assessed in the workplace, in social life, and in personal life. This enables students to experience what it is like to work or perform in real-life contexts, which are often messy, ambiguous, and unpredictable. Such a "learning by doing" experience is in line with Dewey's experiential education.

Second , the authentic task or tasks require students to make good judgments and be creative and innovative in solving complex and non-routine problems or performing a task in new situations. This enables the assessment of transferable skills to new tasks or contexts. In addition, students need to be competent and confident in using a repertoire of knowledge, skills, and dispositions to tackle and complete authentic tasks that are intellectually challenging. Hence, authentic tasks serve as an effective tool for assessing students' demonstrations of critical thinking, complex problem solving, and creativity and innovation. These are some of the essential competencies.

, an authentic assessment or task enables students to deeply engage in the subject or discipline through critical thinking and inquiry. Instead of rote learning and reproduction of facts and procedures, students need to be able to think, act, and communicate like experts in the subject or discipline. This is akin to Shulman's ( 2005) signature pedagogies.

Fourth , in authentic assessment, students are given opportunities to rehearse, practice, look for useful resources, and receive timely quality feedback so as to improve the quality of performance or product. Students also need to present their work publicly and be given the opportunity to defend it. This suggests that assessment for learning or formative assessment practice can be easily incorporated into authentic assessment.

Fifth , authentic tasks look for multiple evidences of student performance over time and the reasons or explanations behind the success and failure of a performance. In addition, both reliability and validity of judgment about complex performance depend upon multiple evidences gained over many performances across multiple occasions. To ensure fairness and equity, the teacher must be provided with informative data of students' strengths and weaknesses at the end of each assessment. This will ensure that the teacher's feedback is aimed at helping all students to make progress toward the standards.

Sixth , a multifaceted scoring system is used, and scoring criteria must be transparent. Sharing of scoring criteria explicitly with students will enable them to understand and internalize the criteria of success.

Seventh , student self-assessment must play a pivotal role in authentic assessment.

, the reliability or defensibility of teachers' professional judgment or scoring of student performance or work is achieved through social moderation, in which teachers of the same subjects gather to set criteria and standards for scoring, and to compare their scores (Klenowski & Wyatt-Smith, 2010).

Authentic achievement rather than authentic assessment is used in Newmann and Archbald ( 1992). They identify three criteria or standards for authentic achievement, namely, construction of knowledge, disciplined inquiry, and value beyond school. In their later work, Newmann et al. ( 1996) and Newmann, Bryk, and Nagaoka ( 2001) have used the term "criteria for authentic intellectual work" instead of "standards for authentic achievement." Definitions of the three criteria for authentic achievement are as follows:

Construction of Knowledge

This criterion clearly indicates that students need to engage in construction or production of knowledge instead of reproduction of knowledge. Construction of knowledge is expressed in written and oral discourse. Examples of construction of knowledge are writing an article for a newsletter, performing a musical piece of work, creating a poster for a science fair, completing a group project, and designing a digital portfolio. All of these authentic assessments require students to engage in higher-order thinking, problem solving, communication, and collaboration. At the same time, students also need to present and defend their work in public.

Disciplined Inquiry

This criterion suggests that students need to be actively involved in critical inquiry within academic subjects or professional disciplines. Disciplined inquiry consists of three main components: prior knowledge base, in-depth understanding, and elaborated communication (Newmann et al., 2001, p. 15). Students' authentic performance is built on their prior knowledge in a subject or discipline. To engage in critical inquiry, students need to be able to tap into their prior knowledge base or the content knowledge that they have acquired before. The prior knowledge base or previously learned content knowledge includes facts, terminologies, vocabularies, concepts, theories, algorithms, procedures, and conventions. In-depth understanding refers to the ability to probe deeper into a problem and to organize, interpret, analyze, evaluate, and synthesize different types of knowledge or information that can be used to solve the problem. In-depth understanding helps students to engage actively in intellectual discourse or in making extended communication to explain their solutions to the problem. All experts or professionals in a subject or discipline are expected to use sophisticated forms of written and oral communication (i.e., elaborated communication) to carry out their work and to express their solutions to problems.

Value Beyond School

Research in Authentic Assessment

Since the 1990s, research in authentic assessment was focused on three themes: authentic assessment in educational or school reforms, teacher professional learning or development in authentic assessment, and authentic assessment as tools or methods used in a variety of subjects or disciplines in K‒12 schooling and in higher education institutions. Among these three themes, most studies were focused on the role of authentic assessment in educational or school reforms. Due to space limitations, only key studies concentrating on authentic assessment in educational or school reforms have been reviewed.

Authentic Assessment in Educational or School Reforms

Since the late 1990s, authentic assessment has become a key lever for educational or school reforms that aim to develop students' competencies and prepare them for a global knowledge-based economy in a technologically connected world. In the curriculum frameworks of many education systems, there is a shift from low-level learning outcomes (e.g., factual knowledge and procedural skills) to higher-order learning outcomes (i.e., higher-order thinking, problem solving, and other essential competencies). Likewise, teachers have been urged to move toward the use of social-constructivist, learner-centered pedagogy, authentic assessment, and formative assessment. Such changes have resulted in a substantial body of research focusing on teachers' assessment practices and building teachers' capacity in classroom assessment.

In the United States, Newmann and his associates (Newmann et al., 1996; Newmann et al., 2001) have conducted empirical studies to examine the impact of authentic pedagogy on student performance in Chicago public elementary schools. The focus of Newmann et al.'s ( 1996) study was to determine the relationship between authentic pedagogy and student performance in schools that used authentic pedagogy as a school reform initiative. Authentic pedagogy was comprised of authentic instruction and authentic assessment based on the criteria for authentic intellectual work. The study involved teachers who taught mathematics and social studies in three different grades ranging from elementary schools to high schools. Data included classroom observations of the teachers' daily lessons and analyses of the assessment tasks and students' written responses to the tasks that were embedded within the lessons. The data were analyzed using the criteria for authentic intellectual work. Student responses to the assessment tasks were used as evidence of student performance.

Most studies on educational or assessment reforms have often used standardized test scores as an indicator of improved student learning even when an educational innovation involves a new form of assessment. Student responses to tasks or student work samples are embedded within teachers' instructional practices and hence serve as a better indicator of student performance. Newmann et al. ( 1996) found that authentic pedagogy was strongly associated with students' authentic academic performance at all grade levels in both mathematics and social studies. Students who were exposed to assessment tasks with high intellectual demands demonstrated higher authentic performance than students who did not have the same exposure. In addition, the effects of authentic pedagogy were found to be equitably distributed among students of diverse social backgrounds, indicating that all students should have an equal access to the standards of intellectual quality. The findings suggest that student performance is dependent on the quality of teachers' assessment tasks, and authentic assessment can play a pivotal role to raise the quality of students' learning and performance irrespective of their gender, ethnic group, and socioeconomic status. Authentic assessment can serve as a powerful mechanism to ensure equitable learning opportunities and outcomes for all students.

In a second study, Newmann et al. ( 2001) examined the effects of authentic assignments or assessments on students' authentic intellectual work in the day-to-day classroom and students' achievement in high-stakes standardized tests. Samples of classroom assignments were collected from 19 elementary schools in Chicago. The study involved approximately 5,000 students and their teachers in grades 3, 6, and 8. These grades were purposefully selected because of the relevance of using test scores from both the statewide and national testing programs. This allowed the researchers to "link teacher assignments both to student performance on state tests of reading, writing, and mathematics and to results from the national norm-reference tests of reading and mathematics" (Newmann et al. 2001, p. 16). In addition to test scores, teacher assignments in writing and mathematics were analyzed for their intellectual demands. A group of teachers from the Chicago public schools were trained to judge the quality of teacher assignments using scoring rubrics that consisted of the criteria for authentic intellectual work. Newmann et al. ( 2001) found that when teachers organized instruction around authentic assignments, students not only produced more authentic, intellectually complex work but also gained greater scores in both statewide and national tests in reading and mathematics. Similar results were noted in some very disadvantaged classrooms. Newmann et al. ( 2001) also pointed out that the intellectual demands in teacher assignments or assessment tasks played a far more important role than a particular teaching strategy or pedagogical method to influence student engagement in learning. Hence, professional development for teachers should focus on their capacity in designing and using curriculum materials and classroom assessments that include high authentic intellectual challenge.

Newmann et al.'s ( 1996) work, originating in the United States, has been adapted and expanded in the Queensland School Reform Longitudinal Study (Lingard et al., 2001). The criteria for authentic intellectual work provided the basis for the Queensland model of productive pedagogies, assessment, and performance (Lingard et al. 2001). In Lingard et al.'s ( 2001) criteria for productive assessment, the three Newmann criteria of authentic intellectual work were extended to include knowledge criticism, technical metalanguage, inclusive knowledge, and explicitness of expectations as new indicators. Similar to Newmann et al.'s ( 1996) authentic pedagogy, productive pedagogies were intellectually demanding, connected to the real world, supportive of student learning, and diversity valuing. Lingard et al. ( 2001) found that the levels of intellectual or cognitive demand of teachers' assessment tasks were positively associated with the quality of students' performance as evidenced in students' written work. This important finding has led to the New Basics trial of curriculum in grades 1‒9 in Queensland schools. The New Basics curriculum was aligned with productive pedagogies and rich tasks (i.e., authentic tasks). The trial yielded positive outcomes. As such, the use of rich tasks and teacher-moderated judgment of students' work in response to rich tasks have become exemplary assessment practices in many Queensland schools. Such exemplary assessment practices are applauded by policy makers, school administrators, educators, and researchers around the globe. This has led to the Core 1 Pedagogy and Assessment project in Singapore (Luke, Freebody, Lau, & Gopinathan, 2005).

Both the Newmann et al. ( 1996) and Lingard et al. ( 2001) studies served as the basis for Koh and Luke's ( 2009) study of Singaporean teachers' assessment practices. As one of the world's high-performing education systems, Singapore has launched a variety of educational reforms since the beginning of the . Like their counterparts in other developed countries, Singaporean teachers have been urged to implement new forms of assessment (i.e., authentic assessment and formative assessment) to capture higher-order learning outcomes in the intended curriculum. The Koh and Luke study was conducted to examine Singaporean teachers' assessment practices as well as the quality of teachers' assessment tasks and the quality of students' work in grades 5 and 9 in seven subject areas: English, social studies, mathematics, sciences, Mandarin Chinese, Malay, and Tamil. It was the first large-scale empirical study of teachers' assessment practices and the data were drawn from a representative sample of Singaporean classrooms. Following the framework of Newmann et al. ( 1996) and the work from Anderson and Krathwohl ( 2001), Marzano ( 1992), and Nitko ( 2004), Koh and Luke ( 2009) have devised nine criteria for assessing the quality of teachers' assessment tasks and six criteria for assessing the quality of students' work in response to the assessment tasks.

The nine criteria for assessment tasks were depth of knowledge, knowledge criticism, knowledge manipulation, sustained writing, task clarity and organization, connections to the real world beyond the classroom, supportive task framing, student control, and explicit performance standards or marking criteria. The six criteria for assessing the quality of students' work included depth of knowledge, knowledge criticism, knowledge manipulation, sustained writing, quality of students' writing or answers, and connections to the real world beyond the classroom (Koh, 2011a).

Brief descriptions of the criteria are as follows:

Depth of Knowledge

According to the revised Bloom's taxonomy of intended student learning outcomes, there are three types of knowledge, namely, factual knowledge, procedural knowledge, and advanced concepts or conceptual knowledge (Anderson & Krathwohl, 2001). Factual knowledge is knowledge of discrete and decontextualized content elements (i.e., bits of information), while procedural knowledge entails knowledge of using discipline-specific skills, rules, algorithms, techniques, tools, and methods. Conceptual knowledge involves knowledge of complex, organized, and structured knowledge forms (e.g., how a particular subject matter is organized and structured, how the different parts or bits of information are interconnected and interrelated in a more systematic manner, and how these parts function together). All three types of knowledge are essential for student learning.

Knowledge Criticism

Based on models of critical literacy and critical pedagogy, knowledge criticism is a predisposition to the generation of alternative perspectives, critical arguments, and new solutions or knowledge (Luke, 2004). Knowledge criticism enables students to judge the value, credibility, and soundness of different sources of information or knowledge through comparison and critique rather than to accept and present all information or knowledge as given.

Knowledge Manipulation

Knowledge manipulation calls for an application of higher-order thinking and reasoning skills in the reconstruction of texts, intellectual artifacts, and knowledge. It involves organization, interpretation, analysis, synthesis, and/or evaluation of different sources of knowledge or information (Anderson & Krathwohl, 2001). Authentic assessments or tasks should provide students with more opportunities to make their own hypotheses and generalizations in order to solve problems, arrive at conclusions, or discover new meanings, rather than only to reproduce information expounded by the teacher or textbooks, or to reproduce fragments of knowledge and preordained procedures.

Sustained Writing

This criterion aims to gauge the degree to which the assessment task requires and generates production of extended chunks of prose. Authentic assessments or tasks must ask students to elaborate on their nuances/understanding, explanations, arguments, or conclusions through the generation of sustained written prose.

Task clarity and organization, student control, and explicit performance standards or marking criteria are conceptualized based on Marzano's ( 1992) learning-centered instruction. The assumption here is that the explicitness of the procedures and criteria for the assessment task provides clear goals and explicit criteria and language for the assessment of value. The incorporation of these criteria into the classroom assessment provides students with ample opportunity to engage in formative assessment or assessment for learning, which contributes to their self-directed learning, independent learning, and critical thinking.

Task Clarity and Organization

The assessment task is framed logically and has instructions that are easy to understand so that students will not have misinterpretations and missing information. The written instructions, guidelines, worksheets, and other textual advanced organizers must be clear and well organized.

Connections to the Real World Beyond the Classroom

This criterion assesses the degree to which the assessment task and affiliated artifacts were connected to an activity, function, or task in a real-world situation.

Supportive Task Framing

Teachers' scaffolding of an assignment or assessment task-that is, providing some structure and guidance-can assist students to accomplish a complex task (Nitko, 2004). There are three types of scaffolding: content, procedural, and strategic. For highly intellectual tasks, teachers should place more emphasis on strategic scaffolding.

Student Control

Teachers provide students with the opportunity to determine the parameters of a task such as topics or questions to answer, alternative procedures, tools and resources to use (e.g., textbook, Internet, or newspaper), length of writing or response, or performance or marking criteria.

Explicit Performance Standards/Marking Criteria

The assessment task is provided with the teacher's clear expectations for students' performance and the marking criteria are made explicitly clear to the students. Reference to only technical or procedural requirements (e.g., the number of examples, length of an essay or response) is not taken as evidence of explicit performance standards or marking criteria. This criterion underscores the importance of sharing scoring criteria with students explicitly, which is also a key criteria espoused by Wiggins ( 1989) and Gulikers et al. ( 2004). To ensure fairness and equity, students need to know in advance the specific and differentiated criteria for what may count as "value," quality, or success at completion of the task.

Given that the theoretical underpinnings of the criteria for assessing the quality of students' work are similar to those for teachers' assessment tasks, they will not be repeated here. Readers who are interested in the criteria and indicators used to judge the quality of teachers' assessment tasks and students' work across different subject areas can refer to Koh ( 2011a).

Future Research: The Remaining Questions

In the context of professional and vocational training, Gulikers, Bastiaens, Kirschner, and Kester ( 2008) have argued that the notion of authenticity is subjective and students' perceptions of the authenticity of an assessment or a task can influence the quality of their learning. Their study has shown that there is a difference between teachers' and students' perceptions of assessment authenticity. As such, it is important to take into account students' perceptions of meaningfulness or relevance of an assessment or a task to their real-life situations. Further, this finding also supports another crucial aspect of authentic assessment task design, that is, students must be involved in the process of determining and negotiating the assessment or task parameters (i.e., student control).

There has been a substantial body of research in teacher professional learning and development in classroom assessment or formative assessment. Many of them have focused on formative assessment or assessment for learning and models of effective professional development. Koh ( 2011b) has conducted a two-year intervention study with a group of elementary teachers in Singapore, to examine the effects of ongoing, sustained professional development in authentic assessment task design on the teachers' assessment literacy, specifically teachers' capacity in designing and implementing authentic assessment tasks. To enhance teachers' understanding and internalization of the criteria for authentic intellectual quality in designing authentic tasks, only five of the key criteria were used in Koh's ( 2011b) study: depth of knowledge, knowledge criticism, knowledge manipulation, sustained writing or extended communication, and connections to the real world beyond the classroom. The study has demonstrated positive results in improving teachers' assessment literacy through ongoing, sustained professional development in authentic assessment task design in English, mathematics, and science at the elementary school level. In addition, in-depth interviews with the participating teachers have shown that their conceptions of authentic assessment have greatly improved toward the end of the two-year professional development. In a second study, Koh, Burke, Luke, Gong, and Tan ( in press) found that Chinese language teachers had difficulty to incorporate certain knowledge manipulation criteria into their assessment tasks despite a quick grasp of the design principles of authentic assessment.

Webb ( 2009) has called for professional development in mathematics education to focus on "helping teachers to develop a 'designers' eye' for selecting, adapting, and designing tasks to assess student understanding" (p. 3). Although the term "authentic assessment" was not directly used by Webb ( 2009), we can make inferences that authentic assessment is the most effective way of assessing student understanding across different subjects or disciplines.

Given that teachers need to have a "designers' eye" (Webb, 2009, p. 3) or to be critical and intelligent consumers of high-quality authentic assessment or performance assessment, it is important for professional development and teacher education programs to provide both inservice and preservice teachers with ample opportunity to engage in authentic assessment task design and analysis of student work. For future research, the remaining questions should focus on building teachers' capacity in authentic assessment and assessment for learning through a critical inquiry approach in school-based professional learning community or in teacher education programs. According to Wyatt-Smith and Gunn ( 2009), the critical inquiry approach refers to teachers' ability to reflect on and understand the assessment processes and practices in actual sociocultural contexts in relation to four important lenses: (1) conceptions of the knowledge domains and competencies to be assessed; (2) conceptions of the alignment between assessment, teaching, and learning, and its enactment in practice; (3) teacher judgment practices in relation to standards, assessment task design, student work samples, and social moderation; and (4) curriculum literacies or discipline-specific language demands. To enable the power of authentic assessment to unfold in the classrooms of the early , it is essential that teachers are critical designers and reflective practitioners of classroom assessment tasks that support student learning and mastery of the competencies.

Teachers' capacity to design and implement authentic assessment is of paramount importance in the current era of competency-based education. In fact, authentic assessment has been used in International Baccalaureate programs and has also been incorporated into school-based assessments in several high-performing nations on PISA. The nations are Singapore, Hong Kong, Finland, and Australia. However, it is worth noting that the success of authentic assessment initiatives can be hindered by changes in school leadership or governmental policies. For example, the No Child Left Behind (NCLB) Act of in the United States and the National Assessment Program-Literacy and Numeracy (NAPLAN, ) in Queensland, Australia have posed challenges to school-based, teacher-moderated assessment due to an overemphasis on "back to basics" and high-stakes accountability testing of students' academic achievement.

In , the launch of the Common Core Standards in the Unites States brought significant changes in curriculum, assessment, and instruction. The standards define the knowledge, skills, and dispositions students should have mastered within their K‒12 education so that they are well prepared for achieving their academic and careers aspirations as well as personal well-being in an increasingly complex and competitive world. Ideally, the Common Core Standards have created opportunities for the development and implementation of authentic assessments or performance assessments in English language arts and mathematics. However, a heavy focus on the use of student assessment data for accountability purposes has led to a push back from state governments, teachers, and parents. A lack of teacher autonomy in the design and use of assessments to help students achieve the educational outcomes has defeated the original purpose of the Common Core. Hence, it is important for policy makers in the US and other countries to model the Finnish education system, in which teachers are given full autonomy to develop and implement classroom assessments that support student learning.

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Authentic tasks replicate real-world challenges and standards of performance that experts or professionals typically face in the field. The term "authentic assessment" was first coined by Grant Wiggins in K‒12 educational contexts. Authentic assessment is an effective measure of intellectual achievement or ability because it requires students to demonstrate their deep understanding, higher-order thinking, and complex problem solving through the performance of exemplary tasks.

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Authenticity has been identified as a key characteristic of assessment design which promotes learning. Authentic assessment aims to replicate the tasks and performance standards typically found in the world of work, and has been found to have a positive impact on student learning, autonomy, motivation, self-regulation and metacognition; abilities highly related to employability.

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Authentic assessment: creating a blueprint for course design

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Authenticity has been identified as a key characteristic of assessment design which promotes learning. Authentic assessment aims to replicate the tasks and performance standards typically found in…

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Not hindered by any reasearch:
A way of organizing assessments that shows a connection with the world; the assessment itself has the capacity of being a tool of learning (meaning: you get wiser because of the test); the test leaves room for succes at various levels..

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teach? Can I do it differently?

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From big too small: starting with an overall question, to which there is no one answer and then breaking it down to smaller questions and answering one of those. Learning from that process, so with other questions they can do that themselves

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Go to musea whith games around literature.
Writers in class, a monthly literary talkshow, poetry on the walls
Use youtube

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Writing about Reading- Making thinking about reading visible.

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Writing about Reading- Making thinking about reading visible.

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Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. New York: Basic Books.

Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. ED 403 245.

Sternberg, R. J., Torff, B., & Grigorenko, E. L. (1998). Teaching triarchically improves student achievement. Journal of Educational Psychology, 90(3), 374-384. EJ 576 492.

Tomlinson, C. (1995). How to Differentiate Instruction in Mixed-ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. ED 386 301.

Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of all Learners. Alexandria, VA: Association for Supervision and Curriculum Development. ED 429 944.

Vygotsky, L. (1986). Thought and Language. Cambridge, MA: MIT Press.

Winebrenner, S. (1992). Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free Spirit.

Winebrenner, S. (1996). Teaching kids with Learning Difficulties in the Regular Classroom. Minneapolis, MN: Free Spirit. ED 396 502.

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Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

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Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class? Consider differentiated instruction-a method you may have heard about but haven't explored, which is why you're here. In this article, learn exactly what it means, how it works, and the pros and cons.

Definition of differentiated instruction

Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students' individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability.

Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

Design lessons based on students' learning styles.

Group students by shared interest, topic, or ability for assignments.

Assess students' learning using formative assessment.

Manage the classroom to create a safe and supportive environment.

Continually assess and adjust lesson content to meet students' needs.

History of differentiated instruction

The roots of differentiated instruction go all the way back to the days of the one-room schoolhouse, where one teacher had students of all ages in one classroom. As the educational system transitioned to grading schools, it was assumed that children of the same age learned similarly. However in 1912, achievement tests were introduced, and the scores revealed the gaps in student's abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities had equal access to public education. To reach this student population, many educators used differentiated instruction strategies. Then came the passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-based instruction-and that's because it works. Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content, and teaching others are much more effective ways to ensure learning retention.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.

1. Content

As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels of Bloom's Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

Match vocabulary words to definitions.

Read a passage of text and answer related questions.

Think of a situation that happened to a character in the story and a different outcome.

Differentiate fact from opinion in the story.

Identify an author's position and provide evidence to support this viewpoint.

Create a PowerPoint presentation summarizing the lesson.

2. Process

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

Provide textbooks for visual and word learners.

Allow auditory learners to listen to audio books.

Give kinesthetic learners the opportunity to complete an interactive assignment online.

3. Product

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

Read and write learners write a book report.

Visual learners create a graphic organizer of the story.

Auditory learners give an oral report.

Kinesthetic learners build a diorama illustrating the story.

4. Learning environment

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

Break some students into reading groups to discuss the assignment.

Allow students to read individually if preferred.

Create quiet spaces where there are no distractions.

Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

Pros

Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.

When students are given more options on how they can learn material, they take on more responsibility for their own learning.

Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.

Cons

Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.

The learning curve can be steep and some schools lack professional development resources.

Critics argue there isn't enough research to support the benefits of differentiated instruction outweighing the added prep time.

Differentiated instruction strategies

What differentiated instructional strategies can you use in your classroom? There are a set of methods that can be tailored and used across the different subjects. According to Kathy Perez (2019) and the Access Center those strategies are tiered assignments, choice boards, compacting, interest centers/groups, flexible grouping, and learning contracts. Tiered assignments are designed to teach the same skill but have the students create a different product to display their knowledge based on their comprehension skills. Choice boards allow students to choose what activity they would like to work on for a skill that the teacher chooses. On the board are usually options for the different learning styles; kinesthetic, visual, auditory, and tactile. Compacting allows the teacher to help students reach the next level in their learning when they have already mastered what is being taught to the class. To compact the teacher assesses the student's level of knowledge, creates a plan for what they need to learn, excuses them from studying what they already know, and creates free time for them to practice an accelerated skill.

Interest centers or groups are a way to provide autonomy in student learning. Flexible grouping allows the groups to be more fluid based on the activity or topic. Finally, learning contracts are made between a student and teacher, laying out the teacher's expectations for the necessary skills to be demonstrated and the assignments required components with the student putting down the methods they would like to use to complete the assignment. These contracts can allow students to use their preferred learning style, work at an ideal pace and encourages independence and planning skills. The following are strategies for some of the core subject based on these methods.

Differentiated instruction strategies for math

Provide students with a choice board. They could have the options to learn about probability by playing a game with a peer, watching a video, reading the textbook, or working out problems on a worksheet.

Teach mini lessons to individuals or groups of students who didn't grasp the concept you were teaching during the large group lesson. This also lends time for compacting activities for those who have mastered the subject.

Use manipulatives, especially with students that have more difficulty grasping a concept.

Have students that have already mastered the subject matter create notes for students that are still learning.

For students that have mastered the lesson being taught, require them to give in-depth, step-by-step explanation of their solution process, while not being rigid about the process with students who are still learning the basics of a concept if they arrive at the correct answer.

Differentiated instruction strategies for science

Emma McCrea (2019) suggests setting up "Help Stations," where peers assist each other. Those that have more knowledge of the subject will be able to teach those that are struggling as an extension activity and those that are struggling will receive.

Set up a "question and answer" session during which learners can ask the teacher or their peers questions, in order to fill in knowledge gaps before attempting the experiment.

Create a visual word wall. Use pictures and corresponding labels to help students remember terms.

Set up interest centers. When learning about dinosaurs you might have an "excavation" center, a reading center, a dinosaur art project that focuses on their anatomy, and a video center.

Provide content learning in various formats such as showing a video about dinosaurs, handing out a worksheet with pictures of dinosaurs and labels, and providing a fill-in-the-blank work sheet with interesting dinosaur facts.

Differentiated instruction strategies for ELL

ASCD (2012) writes that all teachers need to become language teachers so that the content they are teaching the classroom can be conveyed to the students whose first language is not English.

Start by providing the information in the language that the student speaks then pairing it with a limited amount of the corresponding vocabulary in English.

Although ELL need a limited amount of new vocabulary to memorize, they need to be exposed to as much of the English language as possible. This means that when teaching, the teacher needs to focus on verbs and adjectives related to the topic as well.

Group work is important. This way they are exposed to more of the language. They should, however, be grouped with other ELL if possible as well as given tasks within the group that are within their reach such as drawing or researching.

Differentiated instruction strategies for reading

Tiered assignments can be used in reading to allow the students to show what they have learned at a level that suites them. One student might create a visual story board while another student might write a book report.

Reading groups can pick a book based on interest or be assigned based on reading level

Erin Lynch (2020) suggest that teachers scaffold instruction by giving clear explicit explanations with visuals. Verbally and visually explain the topic. Use anchor charts, drawings, diagrams, and reference guides to foster a clearer understanding. If applicable, provide a video clip for students to watch.

Utilize flexible grouping. Students might be in one group for phonics based on their assessed level but choose to be in another group for reading because they are more interested in that book.

Differentiated instruction strategies for writing

Hold writing conferences with your students either individually or in small groups. Talk with them throughout the writing process starting with their topic and moving through grammar, composition, and editing.

Allow students to choose their writing topics. When the topic is of interest, they will likely put more effort into the assignment and therefore learn more.

Keep track of and assess student's writing progress continually throughout the year. You can do this using a journal or a checklist. This will allow you to give individualized instruction.

Hand out graphic organizers to help students outline their writing. Try fill-in-the-blank notes that guide the students through each step of the writing process for those who need additional assistance.

For primary grades give out lined paper instead of a journal. You can also give out differing amounts of lines based on ability level. For those who are excelling at writing give them more lines or pages to encourage them to write more. For those that are still in the beginning stages of writing, give them less lines so that they do not feel overwhelmed.

Differentiated instruction strategies for special education

Use a multi-sensory approach. Get all five senses involved in your lessons, including taste and smell!

Use flexible grouping to create partnerships and teach students how to work collaboratively on tasks. Create partnerships where the students are of equal ability, partnerships where once the student will be challenged by their partner and another time they will be pushing and challenging their partner.

Assistive technology is often an important component of differential instruction in special education. Provide the students that need them with screen readers, personal tablets for communication, and voice recognition software.

The article Differentiation & LR Information for SAS Teachers suggests teachers be flexible when giving assessments "Posters, models, performances, and drawings can show what they have learned in a way that reflects their personal strengths". You can test for knowledge using rubrics instead of multiple-choice questions, or even build a portfolio of student work. You could also have them answer questions orally.

Utilize explicit modeling. Whether its notetaking, problem solving in math, or making a sandwich in home living, special needs students often require a step-by-step guide to make connections.

References and resources

Books & Videos about differentiated instruction by Carol Ann Tomlinson and others

The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition

Leading and Managing a Differentiated Classroom - Carol Ann Tomlinson and Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning - Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez

Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids - Carol Ann Tomlinson and Jay McTighe

Differentiation in Practice Grades K-5: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 5-9: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 9-12: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Cindy A. Strickland

Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching - Carol Ann Tomlinson

Leadership for Differentiating Schools and Classrooms - Carol Ann Tomlinson and Susan Demirsky Allan

How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon

How To Differentiate Instruction In Mixed Ability Classrooms 2nd Edition - Carol Ann Tomlinson

How to Differentiate Instruction in Academically Diverse Classrooms 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom Paperback - Carol Ann Tomlinson, Tonya R. Moon

Leading and Managing a Differentiated Classroom (Professional Development) 1st Edition - Carol Ann Tomlinson, Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning 1st Edition by Carol Ann Tomlinson, Kay Brimijoin, Lane Narvaez

Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom - David A. Sousa, Carol Ann Tomlinson

Leading for Differentiation: Growing Teachers Who Grow Kids - Carol Ann Tomlinson, Michael Murphy

An Educator's Guide to Differentiating Instruction. 10th Edition - Carol Ann Tomlinson, James M. Cooper

A Differentiated Approach to the Common Core: How do I help a broad range of learners succeed with a challenging curriculum? - Carol Ann Tomlinson, Marcia B. Imbeau

Managing a Differentiated Classroom: A Practical Guide - Carol Tomlinson, Marcia Imbeau

Differentiating Instruction for Mixed-Ability Classrooms: An ASCD Professional Inquiry Kit Pck Edition - Carol Ann Tomlinson

Using Differentiated Classroom Assessment to Enhance Student Learning (Student Assessment for Educators) 1st Edition - Tonya R. Moon, Catherine M. Brighton, Carol A. Tomlinson

The Differentiated Classroom: Responding to the Needs of All Learners 1st Edition - Carol Ann Tomlinson

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Differentiated Instruction: Examples & Classroom Strategies | Resilient Educator

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Differentiated instruction benefits a wide range of students, from those with learning disabilities to those who are considered high ability. Read about classroom tips and strategies for implementation.

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min. 15 hrs
all teachers can be involved (hence all need to be aware)
not part of one particular subject
groups of max. 3 students
cooperate
separate criteria described: investigating; planning; taking action; reflection

meaningful/reciprocal/sustainable