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This chapter discusses the issue of inter-collegial collaboration regarding differentiated assessment and marking for students with dyslexia in two Greek state secondary schools. Activity theory is used to analyse the contradictions that arise around the issue of differentiated assessment for pupils with dyslexia from data collected from interviews with headteachers, teachers, pupils and parents and field notes from observation across two schools. The analysis demonstrates that contradictions are created when participants try to achieve their goals for differentiation by the lack of staff meetings and collaboration between colleagues in the same school. The findings suggest the necessity of a staff meeting in the beginning of the school year regarding students with dyslexia requiring support and differentiation or the introduction of a list of pupils with dyslexia and their profiles.

Contradictions around Inter-collegial Collaboration Regarding Differentiated Assessment for Pupils with Dyslexia in Greek State Secondary Schools