The Development of Grade 3 Students’ Ability to Read and Explain Information from Diagrams Using Formative Assessment Integrated with Differentiated Instruction

Abstract

The purposes of this research were to: 1) compare Grade 3 students’ ability to read and explain information from diagrams before and after learning management using formative assessment combined with differentiated instruction; and 2) study the development of students’ ability to read and explain information from diagrams during the learning process. The population consisted of 25 Grade 3 students studying in the first semester of the 2025 academic year at Chaopho Luang Upatham 5 School under Chiang Rai Primary Educational Service Area Office 3. The research instruments consisted of lesson plans based on formative assessment combined with differentiated instruction, a pre-test and post-test on the ability to read and explain information from diagrams, a developmental assessment form used during learning, and a feedback recording form. The statistics used for data analysis were percentage, mean, and standard deviation. The pre-test and post-test scores were compared using the difference between mean scores and the percentage of progress.

The research findings revealed that: 1) the students’ ability to read and explain information from diagrams after the learning management was higher than before the learning management. The pre-test mean score was 11.28, equivalent to 56.40 percent, while the post-test mean score was 16.04, equivalent to 80.20 percent. The mean score increased by 4.76 points, representing 23.80 percent of the total score; and 2) the students’ ability to read and explain information from diagrams developed continuously during the learning process. The first developmental assessment showed a mean score of 12.16, equivalent to 60.80 percent, which was at a moderate level. The score increased to a mean of 16.56, equivalent to 82.80 percent, which was at a very good level in the fourth assessment. These findings indicate that learning management using formative assessment combined with differentiated instruction helped promote students’ development in reading, interpreting, comparing and connecting information, and explaining information from diagrams in their own words more effectively.