Formative Assessment and Flexible Differentiation: Addressing Equity and Diversity in a Self-Contained Classroom

• In Event: AERA Poster Session 9
  In Poster Session: Action Research: Research or Practice-Based Inquiry?

Abstract

The action research contained in this study seeks to identify the impact of formative assessment and the structuring of flexible differentiation in order to provide equity within the self-contained classroom for a diverse population. Grounded in community of practice theory, the research explores structures within flexible differentiation and small group learning that provide students of varied and overlapping identities with access and equity within the four walls of the self-contained classroom. The teacher-researcher utilized a mixed-methods approach in order to provide a holistic picture. Data analysis revealed that the impact of differentiation on student achievement appeared to be situational and that key elements of differentiation, such as teacher proximity and intentionality in instruction, contributed to student’s academic growth.

Author

• Deanna Marie Westedt, University of South Carolina - Columbia