Part 1 Pre-Assessment And Implementation Follow These Steps

Part 1 Pre Assessment And Implementationfollow These Steps For This W

Part 1: Pre-assessment and Implementation Follow these steps for this week’s field experience: From your previous observation in your field experience classroom, you identified 3-5 students, above, at, or below standard achievement in the classroom environment that would benefit from additional learning support. You also identified the standards and unit that your mentor class is currently learning. With this information, complete the “Math Pre-Assessment” where you develop a pre-assessment in the math content area that aligns to the standards and unit that your mentor teacher shared with you during Clinical Field Experience A. This pre-assessment can be oral, written, or completed through technology.

The pre-assessment should identify how well selected students know the concept and provide data that would allow you to determine learning gaps and needs in order to develop an appropriate lesson to support learning needs. Share the pre-assessment with your mentor teacher and ask for his or her feedback. Administer the pre-assessment that you created with the selected group of students and use the data to prepare for Clinical Field Experience C.

Part 2: Reflection

In words, summarize and reflect on your field experience and the steps you took to identify students for the pre-assessment. Consider: How did the pre-assessment provide data to determine the learning gaps and needs of students?

What challenges did you face when developing and delivering the pre-assessment? Explain how you will use your findings in your future professional practice.

Paper For Above instruction

The purpose of this assignment is to develop and implement a math pre-assessment based on observations and standards, followed by a reflective analysis of the process and outcomes. This process aims to enhance understanding of student learning needs and inform future instructional strategies.

In my recent field experience, I selected 3 to 5 students who displayed varied achievement levels—some above, some at, and some below the standard expectations. The initial step involved reviewing classroom observations and academic records to identify students who could benefit from targeted support. The standards and unit in focus, as shared by my mentor teacher, centered around basic arithmetic operations aligned with grade-level benchmarks. Based on this information, I designed a math pre-assessment specifically targeting foundational skills in addition and subtraction to gauge students’ understanding of key concepts.

The pre-assessment I developed comprised a combination of written problems and oral questioning to accommodate different learning styles. For lower-achieving students, I incorporated visual prompts and manipulatives alongside written tasks, while higher-achieving students addressed more complex, multi-step problems. Before administering the assessment, I shared it with my mentor teacher to solicit feedback and ensure alignment with curricular goals. Collaboratively, we refined questions to better target common misconceptions and learning gaps.

The assessment was administered individually to the selected students, allowing for a more detailed understanding of each student’s grasp of the concepts. Analysis of the data revealed specific gaps, such as difficulty with carrying over in addition or understanding number concepts required for subtraction. These insights highlighted the need for differentiated instruction tailored to students’ individual needs and informed subsequent lesson planning for subsequent sessions.

Developing and delivering the pre-assessment posed several challenges. Crafting questions that accurately diagnosed misconceptions without overwhelming students required careful balancing. Additionally, managing time effectively during assessment administration was a concern, especially with students needing item-by-item guidance. Despite these challenges, the process reinforced the importance of formative assessment strategies in early identification of learning gaps and the need for flexible, student-centered approaches.

The findings from this pre-assessment will influence my future teaching practices by emphasizing ongoing formative assessments rather than solely relying on summative tests. Recognizing individual learning gaps allows for more targeted intervention, which can improve student engagement and mastery of foundational skills. Moreover, I plan to integrate diverse assessment methods, including oral, visual, and technological tools, to gather comprehensive data on student understanding. This approach aligns with best practices in differentiated instruction and supports the goal of equitable learning opportunities for all students.

References

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• Darling-Hammond, L., & Bransford, J. (2005). Preparing Teachers for a Changing World: What Teacher Knowledge and Skills Do They Need? Jossey-Bass.
• Heritage, M. (2010). Formative Assessment: Making It Happen in the Classroom. Corwin Press.
• McTighe, J., & Wiggins, G. (2012). Understanding by Design. ASCD.
• Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice. Studies in Higher Education, 31(2), 199-218.
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