The Role of Differentiation and Standards-Based Assessment in Detracking Efforts in an Honors Biology Classroom

• In Event: 44.084 - Roundtable Session 18
  In Roundtable Session: 44.084-4 - Evaluation and Standards in Math and Science Through Teacher Research

Abstract

The purpose of this practitioner research study was to examine the ways that differentiation and standards-based assessment can support struggling learners and challenge advanced learners in a detracked, honors biology classroom. I collected multiple data pieces for 10 students in the study. Data analyzed included formative, self-, and summative assessment results; student artifacts; informal and formal student interviews; and, a reflection journal chronicling critical incidents and actions taken during the development and implementation of this unit. Data analysis indicated that both homogeneous and heterogeneous grouping were needed to ensure that all learners were supported when they were not meeting proficiency of the learning goals and were challenged to exceed proficiency once they had met mastery.

Author

• Michelina MacDonald, P.K. Yonge Developmental Research School