Designing sequences for mixed‑ability classes

• Diagnose first; group flexibly (not fixed labels).
• Use tiered tasks: same core competence, different complexity or support.
• Provide choice: let students pick depth or product (poster, report, video) that demonstrates the same competence.
• Use peer coaching and collaborative roles so students both teach and learn.

Assessment and mastery criteria

• Competency = demonstration of capability in context. Evidence types:
  • Performance tasks / projects
  • Portfolios over time
  • Observations with checklists
  • Short authentic tests that require application
• Rubrics should:
  • Be observable and specific
  • Reflect progression (emerging → proficient → advanced)
  • Include metacognitive indicators (can the student reflect on strategy and improvement?)
• Use formative assessment constantly to guide the sequence. Summative should confirm transfer.

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