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Data-based differentiated instruction : The impact of standardized assessment and aligned teaching material on students’ reading comprehension

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2022

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Karst, Karina
Dotzel, Stefanie
Fehringer, Benedict C.O.F.
Steinwascher, Merle

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Learning and Instruction. Elsevier. 2022, 79, 101597. ISSN 0959-4752. eISSN 1873-3263. Available under: doi: 10.1016/j.learninstruc.2022.101597

Zusammenfassung

The paper analyzes the efficacy of a data-based differentiated instruction (DBDI) intervention in addressing growing achievement-related heterogeneity in school. The intervention consisted of a reading strategy training conducted by teachers, in which 27 secondary-school classes (nstudents = 656) participated. The propensity-matched control group consisted of another 27 classes (nstudents = 558). Linear mixed models showed that students of the intervention classes had no greater gain in reading competence on average compared to students of the control classes. However, the groups differed regarding the learning gain at different achievement levels. In the control group, the gain was greatest for the low achievers and lowest for the high achievers. This imbalance was not found in the intervention group, where the learning gain was similar for students of each achievement level. This shows that DBDI is a tool for addressing achievement-related heterogeneity which empowers teachers to cater to the differences between students.

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370 Erziehung, Schul- und Bildungswesen

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Achievement-related heterogeneity, Intervention study, Data-based decision making, Differentiated instruction, Reading comprehension

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ISO 690KARST, Karina, Meike BONEFELD, Stefanie DOTZEL, Benedict C.O.F. FEHRINGER, Merle STEINWASCHER, 2022. Data-based differentiated instruction : The impact of standardized assessment and aligned teaching material on students’ reading comprehension. In: Learning and Instruction. Elsevier. 2022, 79, 101597. ISSN 0959-4752. eISSN 1873-3263. Available under: doi: 10.1016/j.learninstruc.2022.101597
BibTex
@article{Karst2022Datab-57264,
  year={2022},
  doi={10.1016/j.learninstruc.2022.101597},
  title={Data-based differentiated instruction : The impact of standardized assessment and aligned teaching material on students’ reading comprehension},
  volume={79},
  issn={0959-4752},
  journal={Learning and Instruction},
  author={Karst, Karina and Bonefeld, Meike and Dotzel, Stefanie and Fehringer, Benedict C.O.F. and Steinwascher, Merle},
  note={Article Number: 101597}
}
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