A practical approach to assessment for learning and differentiated instruction
Bibliographic Data
| ID | 21589413 |
|---|---|
| Authors | Hanna Westbroek (0000-0001-9538-0613, VU University of Amsterdam, Graduate School of Teaching, Amsterdam, Netherlands, corresponding author), Lisette van Rens (0000-0002-9179-3717, VU University of Amsterdam, Graduate School of Teaching, Amsterdam, Netherlands), Ed van den Berg (VU University of Amsterdam, Graduate School of Teaching, Amsterdam, Netherlands), Fred Janssen (0000-0002-7344-7693, ICLON, Leiden University Graduate School of Teaching, Leiden, Netherlands) |
| Year | 2020 |
| Volume | 42 |
| Issue | 6 |
| Pages | 955-976 |
| Publication date | 2020-04-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2020.1744044 |
| OpenAlex | W3016417178 |
| Language | EN |
| Citations received | 9 |
| References cited | 28 |
Assessment for learning (AfL) and differentiated instruction (DI) both imply a focus on learning processes and affect student learning positively. However, both AfL and DI prove to be difficult to implement for teachers. Two chemistry and two physics teachers were studied when designing and implementing the formative assessment of conceptual understanding (AfL), as well as whole task-first differentiating instruction (WTDI). The teachers were offered design and enactment heuristics that showed them how they could redesign and enact their lessons to implement AfL and WTDI. The heuristic support was based on theories on decision-making in complex practices. Our assumption was that this support would be considered practical by the teachers and contribute to the implementation of the new practices. Teachers redesigned, enacted and evaluated the lessons using the heuristics. They were interviewed pre- and post, additionally, their lessons were videotaped and lesson designs were collected and analysed. Data-analysis shows that all teachers changedtheir practices permanently and implemented AfL and WTDI. Although, they considered some aspects as unpractical, the study reveals that the heuristic support was overall practical for the teachers involved and therefore contributes to insight in how to improve implementation of change proposals
Assessment for learning · Differentiated instruction · Formative assessment · Heuristic · Heuristics · Mathematics education · Pedagogy · Teaching method · Computer Science · Educational Assessment and Pedagogy · Innovative Teaching and Learning Methods · Psychology · Student Assessment and Feedback · Artificial Intelligence
Differentiating Elementary Science Education
An Analysis Of Teachers’ Perspectives on the Use of Google Classroom to Enhance Assessment for Learning in Accounting
The effects of gender-based differentiated writing instruction on students’ writing skills performance and attitude towards an approach
Adaptive instruction in teaching and learning
Reality vs. Expectations of Assessment in STEM Education
Technology for equity
An exploratory study of the goals science teachers’ satisfy by integrating engineering core ideas and practices into the science curriculum
How to close the learning circle? Students’ perspectives on how programmatic assessment influences self-regulated learning in a global online programme
Investigating the Differentiated Instruction of International EFL Teachers in Chinese Bilingual Primary Schools
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning
The practicality ethic in teacher decision-making
On Teaching Adaptively
Developing the theory of formative assessment
Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms
Meta-Analysis of Inquiry-Based Learning
Assessment and Classroom Learning
Discussing Laddering Application by the Means-End Chain Theory
First steps into understanding teachers' visual perception of classroom events
Behavior Settings
Attribution Error and the Quest for Teacher Quality
Heuristic Decision Making
| Unique citing works | 9 |
|---|---|
| Citations per year | 2,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |