Abstract
This article describes how one teacher used practitioner research to study the role that pre-assessment played when making decisions about student grouping and differentiated instruction within a detracked, honors biology classroom. Much detail is provided in this article describing the study design around a unit on protein synthesis and the steps taken in data analyses to contextualize this study within a practitioner research methodology. The teacher discusses her findings using a claim, evidence, and reasoning framework common in scientific inquiry to illustrate the effectiveness of using pre-assessment to group students for tiered instruction.
DOI
http://doi.org/10.5038/2379-9951.2.2.1039
Recommended Citation
MacDonald, Michelina
(2017)
"Using Pre-Assessments to Make Decisions about Differentiation in a Detracked High School Biology Classroom,"
Journal of Practitioner Research: Vol. 2
:
Iss.
2
, Article 3.
http://doi.org/10.5038/2379-9951.2.2.1039
Available at: https://digitalcommons.usf.edu/jpr/vol2/iss2/3
