The Effects of Differentiated Instruction Techniques with a Concentration on Formative Assessment on an Eleventh grade Co-taught Classroom
Date
2010-05Type of Work
40 p.Text
action research papers
Program
Masters of EducationRights
Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Subjects
Education -- Research papers (Graduate)Educational evaluation -- Research
Individualized instruction -- Research
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.