The Effects of Differentiated Instruction Techniques with a Concentration on Formative Assessment on an Eleventh grade Co-taught Classroom
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2010-05
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Masters of Education
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Abstract
The purpose of this study was to determine whether differentiated instruction techniques with
a concentration on formative assessment would positively affect the achievement of eleventh
grade students in a co-taught English class. To examine the effectiveness of differentiated
instruction techniques with a concentration on formative assessment, this study utilized the
pre-test/post-test quasi-experimental design. The treatment, the use of differentiated
instruction techniques, took place over four class periods on an A/B day schedule. No
significant improvement was observed based on the pre/post test results; therefore, the
hypothesis was rejected. Future research is recommended using a prolonged period of time
and varieties of units of study.