A practical approach to assessment for learning and differentiated instruction

TLDR

Assessment for learning (AfL) and differentiated instruction (DI) both aim to enhance learning processes and positively affect student outcomes, yet teachers find them difficult to implement. The study assumed that providing decision‑making heuristics would be considered practical by teachers and would facilitate the implementation of AfL and whole‑task‑first differentiated instruction (WTDI). Two chemistry and two physics teachers received these heuristics, redesigned and enacted lessons, and were interviewed, videotaped, and had their lesson designs analyzed to evaluate the support. All teachers permanently adopted AfL and WTDI; despite some impractical aspects, the heuristic support proved overall practical and offers insights for improving implementation of such instructional changes.

Abstract

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 changed their 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.