i-manager Publications

Differentiated Instruction and Assessment

Amirreza Karami*, Olivia Moser**, Elexa Dagnan***, Annie Halverson****, Emma McQueen*****, Hannah Robinson******, Heaven Shaw*******

*-******* Department of Teacher Education, Missouri Southern State University (MSSU), Joplin, USA.

Periodicity:July - September'2023
DOI : https://doi.org/10.26634/jelt.13.3.19950

Abstract

The focus of this review paper is on the assessment of English Language Learners (ELLs) and the ways in which the language gap negatively influences ELLs in classroom assessments. The research body provides an outline of differentiated instruction and assessment highlighting the primary obstacles that hinder ELLs from achieving success in various classroom assessments. It explains the importance of addressing the language gap due to its wide-reaching impact. Additionally, it underscores the significance of differentiating instruction and scaffolding assessment to accommodate language, culture, and previous educational experience. This consideration is especially crucial as assessment results may be biased or inaccurate if these factors are not taken into account. Finally, the paper discusses several strategies that teachers can implement to enhance their instruction and assessment methods.

Keywords

Language Gap, Differentiated Instruction, Differentiated Assessment, Scaffolding Assessment.

How to Cite this Article?

Karami, A., Moser, O., Dagnan, E., Halverson, A., McQueen, E., Robinson, H., and Shaw, H. (2023). Differentiated Instruction and Assessment. i-manager’s Journal on English Language Teaching, 13(3), 50-58. https://doi.org/10.26634/jelt.13.3.19950

References

[1]. Algozzine, B., & Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 49-54.

[2]. Areekkuzhiyil, S. (2021). Issues and concerns in classroom assessment practices. Edutracks, 20(8), 20-28.

[3]. Bachman, L. F., & Palmer, A. (2010). Language Assessment in Practice. Oxford University Press, UK.

[4]. Brown, H. D., & Abeywickrama, P. (2019). Language Assessment: Principles and Classroom Practices (3). Pearson Education, Hoboken, NJ.

[5]. Cho, Y., Kim, D., & Jeong, S. (2021). Evidence-based reading interventions for English language learners: A multilevel meta-analysis. Heliyon, 7(9), 1-11.

[6]. Clayton, C. (2013). Exemplary teachers of English language learners: A knowledge base. Journal of Research in Education, 23(2), 35-64.

[7]. de Vries, J. A., Dimosthenous, A., Schildkamp, K., & Visscher, A. J. (2022). The impact on student achievement of an assessment for learning teacher professional development program. Studies in Educational Evaluation, 74(101184), 1-10.

[8]. DelliCarpini, M., & Guler, N. (2013). Success with ELLs: Assessing ELL students in mainstream classes: A new dilemma for the teachers. The English Journal, 102(3), 126-129.

[9]. Espinosa, L. (2010). Young English Language Learners: Current Research and Emerging Directions for Practice and Policy. New York: Teachers College Press, Columbia University, (pp. 123-126).

[10]. Fairbairn, S., & Jones-Vo, S. (2010). Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers. Caslon publishing, Philadelphia.

[11]. Faraj, A. K. A. (2015). Scaffolding EFL students' writing through the writing process approach. Journal of Education and Practice, 6(13), 131-141.

[12]. Hart, B., & Risely, T. R. (1995). Meaningful Differences in the Everyday Experiences of Young American Children. Brookes Publishing Company, Baltimore.

[13]. Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 27(1), 4-9.

[14]. Honigsfeld, A. (2009). ELL programs: Not 'one size fits all'. Kappa Delta Pi Record, 45(4), 166-171.

[15]. Jing, X. (2019). The reliability and validity of language proficiency assessments for English language learners. Frontier of Higher Education, 1(1), 36-42.

[16]. Kaur, A., Noman, M., & Awang-Hashim, R. (2018). Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation. Teaching Education, 30(2), 160-176.

[17]. Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education, 32(3), 34-62.

[18]. Lee, H., Chung, H. Q., Zhang, Y., Abedi, J., & Warschauer, M. (2020). The effectiveness and features of formative assessment in US K-12 education: A systematic review. Applied Measurement in Education, 33(2), 124-140.

[19]. Ludwig, C. E. (2017). The Effects of Reading Interventions on the Word-Reading Performance of English Language Learners: A Meta-Analysis (Unpublished Master's Thesis, Department of Educational Psychology, University of Alberta, Canada).

[20]. Maffea, J. (2020). Lack of Resources in Classrooms. English Department: Research for Change - Wicked Problems in Our World, 38.

[21]. Mahan, K. R. (2020). The comprehending teacher: Scaffolding in content and language integrated learning (CLIL). The Language Learning Journal, 50(1), 74-88.

[22]. Majuddin, C., Khambari, M. N. M., Wong, S. L., Ghazali, N., & Norowi, N. M. (2022). Students' perspectives on the use of differentiated assessment tool: Results from an explanatory sequential mixed-method pilot study. Contemporary Educational Technology, 14(2), 1-18.

[23]. Moon, T. R., Brighton, C. M., & Tomlinson, C. A. (2020). Using Differentiated Classroom Assessment to Enhance Student Learning. Routledge, New York.

[24]. National middle school association. (1995). This We Believe. National Middle School Association, Westerville, Ohio.

[25]. Newkirk-Turner, B. L., & Johnson, V. E. (2018). Curriculum-based language assessment with culturally and linguistically diverse students in the context of mathematics. Language, Speech, and Hearing Services in Schools, 49(2), 189-196.

[26]. Park, M. H. (2014). Increasing English language learners' engagement in instruction through emotional scaffolding. Multicultural Education, 22(1), 20-29.

[27]. Pegram, M. (2019). Teachers' Perceptions of Implementing Differentiated Instruction for English Language Learners (Doctoral dissertation, Walden University).

[28]. Pozas, M., Letzel, V., Lindner, K. T., & Schwab, S. (2021). DI (Differentiated Instruction) does matter! The effects of DI on secondary school students' well-being, social inclusion and academic self-concept. Frontiers in Education, 6, 1-11.

[29]. Rezai, A. (2022). Fairness in classroom assessment: Development and validation of a questionnaire. Language Testing in Asia, 12(17), 1-27.

[30]. Soland, J., & Sandilos, L. E. (2021). English language learners, self-efficacy, and the achievement gap: Understanding the relationship between academic and social-emotional growth. Journal of Education for Students Placed at Risk (JESPAR), 26(1), 20-44.

[31]. Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Association for Supervision and Curriculum Development, USA.

[32]. Tomlinson, C. A., & Imbeau, M. B. (2011). Managing a Differentiated Classroom: A Practical Guide. Scholastic Teaching Resources.

[33]. Varsavsky, C., & Rayner, G. (2013). Strategies that challenge: Exploring the use of differentiated assessment to challenge high-achieving students in large enrolment undergraduate cohorts. Assessment & Evaluation in Higher Education, 38(7), 789-802.

[34]. Walvoord, B., & Anderson, V.(1998). Effective Grading: A Tool for Learning and Assessment. John Wiley & Sons, San Francisco.

[35]. Wiggins, G. (1998). Educative Assessment. Designing Assessments to Inform and Improve Student Performance. Jossey-Bass Publishers, San Francisco.

[36]. Wong, H. K., & Wong, R. T. (2018). The First Days of School: How to be an Effective Teacher. Harry K. Wong Publications.

[37]. Yildiz, Y., & Celik, B. (2020). The use of scaffolding techniques in language learning: Extending the level of understanding. International Journal of Social Sciences & Educational Studies, 7(3), 148-153.

[38]. Zenuni-Idrizi, V. (2019). The planning of formative assessment in the elementary school. Education–Journal of Educational Research, 1(1-2), 9-12.

[39]. Ziegenfuss, R. G., Odhiambo, E., & Keyes, C. (2014). How can we help students who are english language learners succeed?. Current Issues in Middle Level Education, 19(1), 58-62.

If you have access to this article please login to view the article or kindly login to purchase the article

Single Article

	North Americas,UK, Middle East,Europe		India	Rest of world
	USD	EUR	INR	USD-ROW
Online	15	15

ADD TO CART

Options for accessing this content:

If you would like institutional access to this content, please recommend the title to your librarian.
If you already have i-manager's user account: Login above and proceed to purchase the article.
New Users: Please register, then proceed to purchase the article.