
06203075
j
2013e.00293
Peshek, Sarah
Assessment and grading in a differentiated mathematics classroom.
Ohio J. Sch. Math. 2012, No. 65, 4550 (2012).
2012
Ohio Council of Teachers of Mathematics (OCTM), Columbus, Oxford, OH
EN
D60
D40
F40
assessment
differentiation
differentiated instruction
summative assessment
formative assessment
functions
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.