Abstract
The study described in this article investigated EFL writing in the 1st Grade of a State Junior High School. More particularly, the study examined whether the use of alternative assessment methods, such as self-assessment and peer-assessment checklists, in a differentiated class environment, can have a positive effect on learners’ writing skills. For the needs of this research an experimental and a control group were targeted. The teaching materials which were used in the research process were differentiated according to the principles of Differentiated Instruction and learners were assigned to write different writing genres.Findings revealed that differentiated instruction had an impact on the learners’ writings. However, there were limitations regarding the time that had to be allotted in the designing of the lessons and the instruction itself. Also, the instruction was limited to a small group of learners. However, the implications of the research brought to light the involvement of the learners in the assessment process.
Highlights
Diversity in the class is more evident than ever
The study examined whether the use of alternative assessment methods, such as self-assessment and peer-assessment checklists, in a differentiated class environment, can have a positive effect on learners‟ writing skills
The first source was the pre-questionnaire and post- questionnaire which was distributed to the learners before and after the differentiated instruction
Summary
Diversity in the class is more evident than ever. Learners with a wide range of interests, learning styles and levels of readiness, are a common case encountered by teachers of different class grades throughout the world. Differentiated Instruction is the means through which the teacher embraces these differences amongst the learners. Alternative assessment methods which differ from the traditional standardized assessment measures, which are basically norm-referenced, have gained support in the teaching field. An attempt to familiarize learners with alternative assessment methods such as self-assessment and peer-assessment checklists, has been set. The research involved an action research in which an attempt was made to examine Differentiated Instruction in connection with students‟ writing skills, which is considered the most demanding in the language production
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