id: 06203075
dt: j
an: 2013e.00293
au: Peshek, Sarah
ti: Assessment and grading in a differentiated mathematics classroom.
so: Ohio J. Sch. Math. 2012, No. 65, 45-50 (2012).
py: 2012
pu: Ohio Council of Teachers of Mathematics (OCTM), Columbus, Oxford, OH
la: EN
cc: D60 D40 F40
ut: assessment; differentiation; differentiated instruction; summative
assessment; formative assessment; functions
ci:
li:
ab: Summary: Differentiated instruction provides a way for teachers to meet the
needs of all students in a mathematics classroom. Some teachers,
however, may be apprehensive about its implementation because of
concerns related to assessment of student learning within this
framework. This article explains how summative and formative
assessments are both necessary and reasonable to perform within the
differentiated mathematics classroom. The principles suggested are
appropriate for any mathematics classroom, but a specific example is
discussed in the area of fractions.
rv: