Assessment and Grading in a Differentiated Mathematics Classroom

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