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Differentiated assessment

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Students are individuals who learn at different rates and in different ways. The nature of each student should be considered when planning differentiated assessment experiences.

What is differentiated assessment?

Differentiated assessment involves teachers considering different types of assessment strategies and ways students can demonstrate their understanding to cater for different learning needs, interests and abilities.

Differentiated assessment may take into account the differences between individual students, such as their:

  • current level of understanding and ability in relation to a particular topic or skill
  • prior learning experiences
  • learning preferences
  • motivation and engagement with learning
  • interests and talents.

Principles of differentiated assessment

Differentiated assessment can lead to enhanced student learning as they use their current understanding to discover, construct and incorporate new knowledge, understanding and skills. It involves teachers considering a range of assessment opportunities to suit the needs, interests, abilities and prior learning of individual students. Differentiated assessment involves:

  • collecting data before, during and after teaching and learning experiences
  • using the evidence to identify a student’s needs and strengths
  • using assessment information to guide differentiated teaching and learning
  • providing alternative methods and choices for students to demonstrate their knowledge, understanding and skills
  • considering what resources and stimulus materials will assist students
  • providing opportunities to challenge students within their level of understanding and beyond
  • providing individualised feedback to students to help identify strengths and areas for improvement
  • accommodating a range of student needs through flexible assessment planning and adjustments.

When planning differentiated assessment opportunities for students, teachers should consider the:

  • nature of the test instrument, including teacher-made tests, interest surveys, anecdotal evidence, performance-based activities, checklists of traits and characteristics, cognitive/intellectual and standardised achievement tests
  • nature of the feedback, including teacher observation of performance, parent and/or peer observation and feedback, interviews and conferences, and cumulative school history
  • involvement of students in the teaching, learning and assessment process, such as providing opportunities for self-assessment and self-reflection and the use of portfolios, learning journals and other digital tools.

See also: Differentiated programming

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