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Module 3E: Differentiated Assessment

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I personally believe that teaching and learning is not a one-size-fits-all process. Strategies that are appropriate and effective to one group of learners may not be able to do the same to another set. For this reason, teachers need to take their efforts a notch or even several notches higher to address the needs of their students more properly and more efficiently. Surely, students may be able to learn even in a generalized instruction, but one cannot deny the fact that teaching students in a more fixed and targeted manner can better equip them with the knowledge and skills that they need. This, as what I’ve learned in this module, is called Differentiated Instruction.

Now what does this have to do with assessment? This concept/principle is the root of Differentiated Assessment. From what I have learned, in differentiated assessment, it is recommended that teachers assess students in the most appropriate way depending on the instructional strategies and objectives of the class/course. For instance, if the objective of the lesson is for students to be able to develop a film-based photo, teachers need to actually ask students to develop photos in a dark room, instead of asking them to enumerate the development process through a written exam. When a person’s potential on edible landscaping needs to be assessed, you don’t just ask them to illustrate a layout on a piece of paper, you actually need to ask them to make an edible landscape. In these ways, students or people being assessed get to show their real potential while teachers get to gauge their learning appropriately.

I believe that differentiated assessment poses numerous uses for teachers/assessors and other people involved. Nonetheless, I still think that it should be complemented with traditional assessment methods as both have different characteristics and uses that can serve well the purpose of assessment.

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