Assessing Writing Teaching Writing
As there are some differences in multilevel classroom, tiered activity can be also based on the differences that occur in that class. Heacox 2002: 91-94
mentions some bases of tiering. They are tiering by challenge level, by complexity, by resources, by process, and by product.
In tiering by challenge level, trainer should use bloom’s taxonomy as a
guide in designing the most appropriate activities. Tiering by complexity is to differentiate the lower to the higher level learners. The more advanced
participants have the more complicated materials. For tiering by resources, the differentiated material is based on different resources although the activity is the
same. In this case, trainer is to look for some resources which are different in complexity. Or, trainer may also offer two different but related sources.
In tiering by outcome, trainer may have exactly the same source for the participants but the activity should be different. In this part, participants are
demanded to have different outcome based on their English proficiency level. Tiering by process requires participants to work on the same outcomes with
various processes to result them. The last is tiering by product. Trainer may group the participant
s based on learning preference, using Gardner’s multiple intelligences.