Principle-Driven Differentiated Instruction (including assessment) exists where evidence supports that:
Principle 1: Teachers are students of their students as evidenced by a variety of assessment methods of and for learning.
Principle 2: Teachers share the responsibility of creating the conditions for success by partnering with students and utilize information from a wide range of assessments of and for learning.
Principle 3: Teachers use qualitative and quantitative data to lead students to an increasing awareness of their readiness, interests, and learning profile which is based on assessments of and for learning.
Principle 4: Teacher’s approach conveys to students that learner diversity is understood, planned for, and welcomed as evidenced by a variety of assessment methods of and for learning.
Principle 5: Teachers ensure all students know their success is defined by maximal individual growth in relation to standards as evidenced by descriptive feedback from assessments of and for learning.