Grading and Differentiation: Paradox or Good Practice?

By C. Tomlinson. 2005

249 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/314a55046f732cf799b71a378c58fba4b1565bda

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In Education

Citations in the corpus

Personalised learning: lessons to be learnt (2012, background): “Tomlinson ( 2005 ) suggests that course content needs to accommodate individual differences within a set of learning activities that ensures all students learn in ways that match their readiness, interests and learning profiles, with support from peers and teachers.”
Being Fair: Teachers’ Interpretations of Principles for Standards-Based Grading (2011, background): “The authors of this paper question whether these differences were based on assumptions about groups of students, rather than the principles for quality differentiation (Tomlinson 2005).”
Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: a Rasch modelling approach (2015, unknown): “This term refers to “a philosophy of teaching purporting that students learn best when their teachers effectively address variance in students’ readiness levels, interests, and learning profile preferences” (Tomlinson, 2005, p. 263).”
Differentiated Instruction: A Research Basis. (2006, background): “A chief objective of differentiated instruction is to take full advantage of every student’s ability to learn (Tomlinson, 2001a, 2001c, 2004c, 2005).”
Professional growth in adaptive teaching competence as a result of Lesson Study (2017, unknown): “More specifically, differentiation is often referred to as ‘differentiated instruction’, which Tomlinson (2005) defines as “a philosophy of teaching purporting that students learn best when their teachers effectively address variance in students’ readiness levels, interests, and learning profile…”