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EFL Teachers' Understanding and Practices of Classroom-Based Diagnostic Assessment in Differentiated Instruction
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Author(s): Luki Emiliya Hidayat (Sekolah Menengah Kejuruan Negeri 10 Malang, Indonesia), Suci Nugrah Amalia (Universitas Negeri Malang, Indonesia), Wahyu Indah Mala Rohmana (Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia), Nina Khayatul Virdyna (Institut Agama Islam Negeri Madura, Indonesia), Priyatno Ardi (Universitas Sanata Dharma, Indonesia)and Nunung Suryati (Universitas Negeri Malang, Indonesia)
Copyright: 2025
Pages: 38
Source title:
Differentiated Instruction, Equity, and Inclusion in Language Education
Source Author(s)/Editor(s): Thao Quoc Tran (Ho Chi Minh City Open University, Vietnam)and Tham My Duong (Ho Chi Minh City University of Economics and Finance, Vietnam)
DOI: 10.4018/979-8-3693-6497-0.ch007
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Abstract
In today's diverse world, differentiated instruction holds the potential to accommodate learners' diversities in EFL classrooms. Prior to differentiating the instruction, conducting diagnostic assessment is crucial to portray learners' characteristics and needs. Hence, this chapter explicates EFL teachers' understanding and practices of diagnostic assessment within the context of EFL differentiated instruction. A survey, involving 155 EFL teachers from Indonesian secondary schools, was employed. The quantitative data were then supported by the data from semi-structured interviews. The findings revealed most teachers had a good understanding of diagnostic assessment, though a significant proportion of them did not frequently make use of the diagnostic assessment results to differentiate instructions, and half of them successfully practiced it. This chapter also figured out EFL teachers' techniques and strategies to differentiate content, process, and product evaluation, with different levels of complexity based on students' readiness, interest, and learning profiles.
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