Case
Cotaught Assessment Practices

Mr. Penderfield is a special education coteacher in an American Literature class. The ability level of the class is quite diverse. There is a mixture of special education, regular education, and gifted education students in the class. The regular education teacher and Mr. Penderfield are in the process of creating a tiered assessment. Their fear is that a tiered assessment that is made up of both challenging and easy to complete assignments, to meet the needs of all students, will encourage everyone to complete the easiest assignment. What can the teacher do to solve this problem?

Posted on: 10/17/14 | Views: 839
Solution #1
I would assign students with the tiered assignment that meets their needs. I may also divide students into tiered groups and assign the students to the tier group they need to be in.
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Solution #2
If you carefully word each assignment, it will be hard for the students to decipher which is the difficult assignment from the easy one. Also what may pose a challenge for one student may not for another regardless of their academic ability; utilizing their creative ability. Also if you strategically place these easy vs. hard assignments over the course of three rows on the paper; requiring that everyone do at least one assignment from each row, increases the chances that they will not choose all easy ones. You can also offer differentiation in making one row all challenging and give specific directions that the students with IEP's must choose from the other two rows, for example (in confidence of course).
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Solution #3
When making the assessment have the tiered assessments on separate papers. For students in their 1 only give them the assignments for that tier and so on for the remaining tiers. This will stop students from choosing the easiest assignment for a different tier.
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