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Assessment in private primary school children after six months of an empirical differentiated program: benefits and challenges

This study focuses on the assessment of learning progress of 56 ks1 children who were non-native English learners in a private international school in Azerbaijan after a six-month differentiated program. Differentiated instruction was applied in teaching the main subjects like English Fiction/English-non-Fiction, Math, and Science from October till March in three year 2 classes as a sample for Longitudinal study. Four well-prepared teachers in all 4 classes premised different expectations for task completion for students through content, process, product, and learning environment. Children passed a pre-test early in October, a term assessment in late December and mid-term in the middle of March and therefore empirical research (both quantitative and qualitative) was adopted in the study. Those assessments helped to detect development and changes in the children's skills and abilities. Results from the study revealed that all students improved their abilities and skills in all four subjects by the end of six months, after assessing them in the various aspects. Findings also showed that the majority of students in private primary school develop diverse skills and, especially, adapt to learning independently after differentiated instruction. It was decided after the assessment of the percentage of completed homework assignments shown. It was further revealed that private primary school has access to already differentiated online recourses which played a role as a support tool for teachers, hence assessment of tests was practical and effective. Results from the study also revealed that primary school teachers had a range of knowledge and practice in differentiation and its assessment.

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