Assessing Differentiation in All Phases of Teaching (Adapt)
Properties and Quality of the Adapt Instrument
Bibliographic Data
| ID | 22045560 |
|---|---|
| Authors | Marieke van Geel (0000-0003-2033-6612, University of Twente, corresponding author), Trynke Keuning (0000-0002-1730-3871, Katholieke Pabo Zwolle), Marjoleine Dobbelaer (HAN University of Applied Sciences), Cees A W Glas (0000-0001-6531-5503, University of Twente), Cees Glas (Section on Cognition, Data and Education, University of Twente, Postbus 217, 7500 AE Enschede, The Netherlands) |
| Year | 2025 |
| Volume | 15 |
| Issue | 11 |
| Pages | 1530 |
| Publication date | 2025-11-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15111530 |
| OpenAlex | W4416198947 |
| Language | EN |
| References cited | 25 |
Existing observation instruments to measure differentiated instruction often lack insight into the degree to which teachers’ decisions match the actual needs of their students, and neglect the importance of preparation and evaluation. This article describes the psychometric evaluation of a comprehensive instrument (Assessing Differentiation in All Phases of Teaching; ADAPT) that does not suffer from these shortcomings. To assess its quality, 41 raters used it to score videos of lessons and interviews of 86 primary school teachers. A 5-dimensional item-response model showed good fit and high internal consistency, and a decision study was conducted to determine the reliability and agreement coefficients for different numbers of raters. For the intended low-stakes use, a single rater would be enough to provide a reliable estimate of a teacher’s overall score. Finally, rater experiences showed that ADAPT has high practical value due to the comprehensive manual and detailed score descriptions and examples. The instrument can therefore not only be used for research purposes, but can also serve as a valuable resource for teachers and teacher educators in practice
Differentiated instruction · Inter-rater reliability · Neglect · Educational Assessment and Improvement · Psychometric Methodologies and Testing · Teacher Education and Leadership Studies
Generalizability Theory
Differentiated Instruction in Secondary Education
Full-Information Item Factor Analysis
Qualities of classroom observation systems
On Teaching Adaptively
Capturing the complexity of differentiated instruction
Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms
Teachers’ Instructional Adaptations
Effective differentiation Practices
Classroom observation as a means of understanding teaching quality
Generalizability theory
How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI)
Teaching to address diverse learning needs
Differentiating instruction
The Role of Assessment in Differentiation
| Highly cited | No |
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