Humbert, Meghan2016-03-102016-03-102010-05http://hdl.handle.net/11603/2549To see paper in its entirety contact archives@goucher.edu or call (410)337-6075.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.40 p.en-USCollection 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.Education -- Research papers (Graduate)Educational evaluation -- ResearchIndividualized instruction -- ResearchText