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Research Reports

SimScientists: an example of how technology can support differentiated instruction in the classroom

Posted on 17 Sep 2012 with 0 comments
Engagement and performance Evaluating ICT effects ICT in education Pedagogy

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This conference paper reports on a study of how simulation-based science assessments can become transformative components of multi-level, balanced science assessment systems. Parts of the study involved the design of the assessments so that they provided differentiated instruction directly to individual students and, through reporting and recommendations, informed teachers’ differentiation of their instruction to support groups of students who were struggling with particular aspects of the learning. 


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