Describe      how assessment can be created that evaluates a student’s true knowledge      without bias towards language barriers, learning differences, or cultural      differences.

Tomlinson (2001) described differentiated assessment as an ongoing process through which teachers gather data before, during, and after instruction from multiple sources to identify learners’ needs and strengths. In a quality class that is built on the foundation of differentiation, the teacher will infuse a constant stream of assessments (before, during, and after) to help identify student’s needs and to help improve learning.
Use the information in your text and from the following websites and video to explore definitions, explanations and examples of pre-assessments, formative assessments, and summative assessments.

• 25 quick formative assessments for      a differentiated classroom.
• What is Differentiated Assessment? (Links to an      external site.)

Instructions
After viewing the resources:

• Explain      the role of assessment as it applies to theoretical foundations of      differentiated instruction.
• Describe      how assessment can be created that evaluates a student’s true knowledge      without bias towards language barriers, learning differences, or cultural      differences.
• Choose      one differentiated assessment strategy (either pre, formative, or      summative) from the course text (or from the recommended websites or      video) and present a rationale for using the assessment to meet the needs      of diverse learners and how it will be used to drive future      instruction.