Teachers’ interpretations of diagnostic assessment in differentiated instruction: Insights from a qualitative study
DOI:
https://doi.org/10.37058/tlemc.v10i1.458Keywords:
diagnostic assessment, differentiated instruction, junior high school, teachersAbstract
Diagnostic assessment has become increasingly crucial for supporting differentiated instruction in EFL classrooms, especially in light of recent curriculum reforms in Indonesia. The study used a qualitative research design and involved 10 English teachers with at least 3 years of teaching experience. The two research questions are (1) How do EFL teachers interpret diagnostic assessment within the context of differentiated instruction? and (2) How do EFL teachers implement diagnostic assessment to support differentiated instruction in their classrooms? Data were gathered through semi-structured interviews with teachers, focusing on their conceptual understanding, implementation strategies, obstacles, and perspectives on diagnostic assessment in differentiated instruction. The interviews were recorded, transcribed verbatim, and analyzed using Braun and Clarke’s thematic analysis. The findings indicated that teachers typically perceived a diagnostic assessment as a tool for determining students’ academic readiness, prior knowledge, interests, and learning styles before instruction. The majority of teachers employed diagnostic assessment via informal oral inquiries, observation, and basic written tasks. The evaluation results were primarily used for readiness-based grouping and for modifying instructional content, methods, and learning materials. Teachers encountered difficulties related to workload, insufficient preparation time, the lack of standardized assessment tools, and policy changes. Notwithstanding these challenges, teachers generally perceived diagnostic assessment as valuable for informing differentiated instruction. While previous research has mainly focused on theoretical frameworks or student outcomes, this study sheds light on teachers’ lived experiences, the realities of informal assessment, and the structural barriers to conducting diagnostic assessment across varied EFL classrooms.
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