ASSESSMENT AND FEEDBACK PRACTICES OF SECONDARY SCHOOL TEACHERS IN A DIFFERENTIATED CLASSROOM

Abstract

Assessment and feedback strategies are vital in differentiated classrooms to meet diverse student needs. This study explores formative, summative, and performance-based assessments, along with teacher-led, peer, and self-assessment methods, emphasizing their role in student engagement and learning. However, educators face challenges such as time constraints, limited collaboration, communication barriers, technological advancements, and administrative pressures. To address these issues, best practices like learning stations, task cards, student interviews, multisensory teaching, and differentiated grouping are recommended. These strategies foster an inclusive, student-centered environment, enhancing teaching effectiveness and academic achievement.