Science Teachers’ Strategies for Differentiated Assessment for Students with Basic Literacy Difficulties

Abstract

The diversity of students’ literacy abilities poses a challenge to implementing science assessments, particularly for students with basic literacy difficulties. The predominance of written assessments may not accurately reflect students’ competencies; therefore, differentiated assessment is needed to accommodate students’ learning needs and characteristics. This study aimed to describe science teachers’ strategies for implementing differentiated assessment for students with basic literacy difficulties at SMP Negeri 1 Larangan. The study employed a qualitative case study design. Data were collected through semi-structured interviews, non-participant observations, and document analysis. Data were analyzed using the interactive analysis model of Miles, Huberman, and Saldana, which includes data reduction, data display, and conclusion drawing. The findings revealed that the teachers’ strategies consisted of three stages: planning, implementation, and assessment and evaluation. During the planning stage, teachers identified students’ initial abilities through diagnostic assessment. During the implementation stage, teachers employed various assessment methods, including oral assessments, observations, performance assessments, simplified instructions, and visual media tailored to students’ needs. During the evaluation stage, teachers used the assessment results to provide feedback and improve subsequent learning. These strategies supported the implementation of a more equitable, adaptive, and student-centered assessment process for learners with basic literacy difficulties.