1. Presenter Maya Lane, Ed.D. English Language Program INTO USF
Using Diagnostic Writing Prompts to Assess Readiness and Differentiate Instruction in EAP
Presenter
Maya Lane, Ed.D.
English Language Program
INTO USF

2. Principles of Differentiated Instruction
Not a One-Size-Fit-All approach
Flexibility in teaching Content, Process (how we teach and how students learn), and Product (summative assessment)
Adjust to students’
academic abilities (readiness)
learning styles (modalities)
learning profile (age, culture, major, prior academic experience, personality)
Adjust to groups, not individual students

3. This Diagnostic Pre-Writing Assessment
INTO USF EAP international students-very diverse
Problem-difference in instructors’ expectations and international students’ writing skills
Writing - important assessment tool in all disciplines
Pre-assessments/Diagnostic Assessments
a tool to know entry level of skills
look at students objectively
start at the student’s individual level to be effective

4. Formative Assessments (FA)s
Ongoing, not end-of-unit summative (objective-based) assessment
Used to assess students’ skills before, during, after teaching the unit
Informs teachers of effectiveness of instructional strategies/activities
Teachers plan adjustments to develop and refine instruction to meet needs of specific groups of students
Assess learner interest and learning profile (method of learning)- to motivate and plan engaging tasks

6. Diagnostic Pre-Writing Assessment in EAP
The Argument Synthesis Paper in EAP
Diagnostic writing prompt modeled after Florida Standardized Writing Assessments (FSA)
Analysis Followed The Writing Process
understanding the prompt and synthesizing sources
planning the response
creating the rough draft

9. Problems and Solutions of Using DI and FA
1.Time is not enough to fill all gaps
2. Influenced by the most recent course writing
3. Focused on current assignment/grade and do not want to analyze/reflect on the diagnostic prompt
4. Some faculty are against too much scaffolding
5. Fairness
Focus on major objectives
Explain the difference when giving the prompt
Incorporate the reflection in the separate writing assignments, but briefly
Meet them at their level is better than not learning
Provide help to students with lower skills, but challenge the advanced

10. Conclusion Thank You for Attending Any Questions ?
I will be happy to the handouts. Contact me at
Any Questions ?

11. References
Lane, M. P. (2014). Pedagogical adjustment to learner diversity in teaching-learning interactions by foreign-born faculty at community colleges in South-Central Florida. (Doctoral Dissertation). Retrieved from
Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House, (81), 4,
The IRIS Center. (2010). Differentiated instruction: maximizing the learning of all students. Retrieved from
Tomlinson, A. C., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD