Students’ Perspectives on the Use of Differentiated Assessment Tool: Results from an Explanatory Sequential Mixed-Method Pilot Study

Author:

Md. Khambari Mas NidaORCID,Majuddin ChristyeORCID,Wong Su LuanORCID,Ghazali NorlizaORCID,Mohd. Norowi NorisORCID

Publisher

Bastas Publications

Subject

Management of Technology and Innovation,Education

Reference68 articles.

1. Adnan, N. L., Mohd Sallem, N. R., Muda, R., & Wan Abdullah, W. K. (2019). Is current formative assessment still relevant in turning students into deep learners? TEM Journal, 8(1), 298-304. https://doi.org/10.18421/TEM81-41

2. Ajideh, P., & Nourdad, N. (2012). The effect of dynamic assessment on EFL reading comprehension in different proficiency levels. Language Testing in Asia, 2(4), 101-122. https://doi.org/10.1186/2229-0443-2-4-101

3. Algozzine, B., & Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 49-54. https://doi.org/10.3200/psfl.51.3.49-54

4. Ali, H. I. H. (2015). Toward differentiated assessment in a public college in Oman. English Language Teaching, 8(12), 27-36. https://doi.org/10.5539/elt.v8n12p27

5. Alias, A., & Osman, K. (2015). Assessing oral communication skills in science: A rubric development. Asia Pacific Journal of Educators and Education, 30, 107-122. http://eprints.usm.my/34769/1/APJEE_30_Art_7_(105_-_122).pdf

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