Three patterns of instructional adaptation to individual differences, each with distinct measurement requirements¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Drawing on Cronbach (1967), the paper identifies three patterns of adapting instruction to individual differences. In the first, goals and methods are fixed and differences are accommodated by dropping students along the way. In the second, a student's future role determines an appropriate curriculum with optional objectives but fixed procedures within each option. In the third, "instructional procedures are varied to accommodate the differences in each student", via branching to remedial work or tailoring a course to assessed learning habits, achievements, and cognitive style. Each pattern, the paper argues, requires different kinds of measurement.

Design Implications¶

Context¶

Requirements¶

• The testing program must be designed into the instructional process so required information is easily obtained and available in usable form when a decision needs to be made.

Constraints¶

• The paper states the merits of any testing approach cannot be judged without knowing the instructional pattern and decision requirements involved.

Target Learners¶

• students across ability levels in school systems adapting to individual differences

Target Learning Objectives¶

• matching instruction and measurement to individual student needs and goals

Claims¶

• Developing curricular design knowledge enables small-scale responsive adaptations within a structured curriculum [+W]

Related Theories¶

• Criterion-referenced testing: tests deliberately constructed so scores tell what behaviors individuals can demonstrate

Examples¶

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Key Sources¶

• Nitko, Anthony J. (1970). Criterion-Referenced Testing in the Context of Instruction. https://eric.ed.gov/?id=ED047010