Grading and differentiation: Paradox or good practice?

Theory into Practice

Volumn 44, Issue 3, 2005, Pages 262-269

  Tomlinson, Carol Ann ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 23844478001     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15430421tip4403_11     Document Type: Review

References (13)

1. Airasian, P. (1997). Classroom assessment (3rd Ed.). New York: McGraw-Hill.
2. Azwell, T., & Schmar, E. ( 1995). Report card on report cards: Alternatives to consider. Portsmouth, NH: Heinemann.
3. Earl, L. (2003). Assessment as learning: Using classroom, assessment to maximize student learning. Thousand Oaks, CA: Corwin.
4. Guskey, T., & Bailey, J. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin.
5. Marzano, R. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development.
6. O'Connor, K. (2002). How to grade for learning: Linking grades to standards (2nd ed). Arlington Heights, IL: Skylight.
7. Office of Educational Research and Improvement. (1992). Hard work and high expectations: Motivating students to learn. Washington, DC: U.S. Department of Education.
8. Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
9. Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
10. Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Tools and strategies for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
11. Tomlinson, C., Kaplan, S., Renzulli, J., Purcell, J., Leppien, J., & Burns, D. (2002). The Parallel Curriculum Model: A design to develop high potential and challenge high-ability learners. Thousand Oaks, CA: Corwin.
12. Tomlinson, C., & McTighe, J. (in press). Understanding by design and differentiated instruction: Two models for student success. Alexandria, VA: Association for Supervision and Curriculum Development.
13. Wiggins, G. (1993). Assessing student performance. San Francisco: Jossey-Bass.