The publisher's website includes free resources such as printable reproducibles and Study Guides (free registration required).

Includes bibliographical references and index.

"In these times of changing demographics and new insight into how students learn, differentiated instructions and assessments are widely acknowledged as necessary. Outdated beliefs about fairness stand in the way of effective classroom implementation, however. Damian Cooper looks closely as that assumptions and realities, and provides solutions that are clear, comprehensive, engaging-and fair. Redefining Fair also shows K-12 teachers and administrators how to:
- Respond to resistance to the new assessment methods;
- Handle curriculum overload and plan a curriculum that focuses on essential skills;
- Ensure that report cards convey essential information clearly to parents and students. " (Book Cover)

TABLE OF CONTENTS

Chapter 1: Why is Differentiation Essential Today
Teacher Readiness to Implement Differentiated
Three Case Studies

Chapter 2: What Does "Fair" Mean in Mixed-Ability Class
Debunking the Bell Curve
Countering Resistance in the Classroom

Chapter 3: How Should Curriculum and Assessment Connect in Mixed-Ability Class
Planning with the End in Mind
Essential Learning Versus Coverage of Everything

Chapter 4: How Should I Access Students' Needs in the Mixed-Ability Class
On What Basis Should Teachers Differentiate Instruction

Chapter 5: What Does Excellence Look Like in the Mixed-Ability Class
Teacher Training
The Standards Movement
Defining Excellence
Creating the Conditions for Excellence to Thrive

Chapter 6: How Should I Access Learning in Mixed-Ability Class
Understanding the Relationship Between Assessment for Learning and Assessment of Learning Scaffolding and Assessment
The Negative Impact of Scores and Grades

Chapter 7: How Should Assessment and Instruction Connect in the Mixed-Ability Class
Beginning with Students' Strength and Deficits
Empowering Students
The Differentiated Lesson: Begin With a Common Plan
Scaffolding: Why, Who, What, When, How

Chapter 8: How Should Assessment Be Matched to Students' Need
Planning Assessment Tasks With Students in Mind
Assessing Essential Learning
Balanced Assessment: Write, Do, and Say
Assessment Tools that Encourage Learning

Chapter 9: How Do I Grade Learning in the Mixed-Ability Class
When to Use Norm-Referenced Grading
When to Use Criterion-Referenced Grading
When to Use Self-Referenced Grading
What Are the Attributes of High-Quality Grades
Principles for Sound and Supportive Grading

Chapter 10: How Can I Report Effectively to Students in the Mixed-Ability Class to Their Parents. What Are Parents Looking For.
Clarity about the Meaning of Grades on Report Cards
Can Grades Communicate Both Progress and Achievement
Reporting for Students with Special Needs

Epilogue