Differentiated Assessments- a strategy listed on the district PST (Problem Solving Team. RtI) plan form.
Curriculuar differentiation is inseparable from an authentic assessment practice that is also differentiation.
To design a fair and equitable assessment, the teacher relies on infomration from student profile information and any pre-assessment/formative assessment results to make adjustments to traditional assessment design.
The integrity of the assessment validity is that learning targets are clear. The assessment format is respectful of the learner's readiness, interest, and/or process strengths so that the teacher can gather evidence of learning without worrying if the format of the test was a set-back.
Similar to differentiated assignments, the teacher relies on clear learning targets as the focus for the design of an appropriate assessment that is resepctful of the student's learning preference and level of readiness. Assessment options may range from written assessments, oral assements, project-based assessments. The scoring rubric is consistent with the tasks a student has applied during the assessment activity.
Dr. Gretchen Wolfe, RtI Instructional Coach (2012-13) adapted from instructional practcies cited in C. Tomlinson & C. Strickland (2005) Differentiation in Practice: A Resource Guide for Differentiating Curriculum Grades 9-12. ASCD.