The Effects of Differentiated Instruction Techniques with a Concentration on Formative Assessment on an Eleventh grade Co-taught Classroom

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.