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Pre-assessment strategy for differentiating instruction
Pre Assessments…
Pre-assessment strategy for differentiating instruction
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Pre Assessments Purpose
-Establish starting points of differentiating instruction
-Match instructional strategy to individualized needs
-Save learning time
-Ensure students are constantly challenged
-Provides rationale for optimized teaching
Pre-Assessment
Process:
-Introducing Topic
-Initial teaching
-Determine pretest formats
-Pre-assessment
- Analysis
-Formation of Instructional Groups
Pre-Assessment Methodology: Hybrid technique of Open-ended questioning (Inquiry) in combination with 3-2-1 Exit ticket format after the initial introduction of topic is a very effective way to gauge the knowledge levels of all students in the class.
A) Inquiry:
A prompt to demonstrate prior knowledge
Checking on student responses on situations in the topic to determine individual levels of understanding.
Descriptive questions to assess comprehension, retention and narrative powers of students.
Short meanings to get an idea of command on language and vocabulary.
Asking to give parallel examples to test comparative analytical aptitudes.
Provide personal reflections on the topic to check composition and imaginative skills.
B) Exit-Tickets
The exit ticket will include the three questions:
-3 things you learned (aptitude)
-2 things which are not yet clear (current proficiency)
-1 thing which you will like to learn (interests, ideas, inquiry)
Pre-Assessment Tools:
- Scaling
- Learning Grid
Instructional Grouping:
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Group C- 5 students
New to task or have very limited knowledge (including ELL and special needs students) -Group –C
Differentiated Assessment:
Group-A:
-Provide tests at a higher level of thinking
-Give them self-checking materials
-Use a study contract for students to achieve outcomes and grade them.
-Evaluate their learning logs for independent or outside learning.
-Give extra credit for usage of complex composition language, higher math processes, etc. beyond the scope of current topics of study.
-Raise the testing parameters like reference to more no. of resources than rest of the class, usage of advanced multimedia tools in place of paper-submissions for others, etc.
Group C:Special Needs Students
2 Students
-These are special cases where the rubric will solely be designed on a case-by-case for assessment.
-There shall be no formal time-limit for them to complete assignments but bonus points will be awarded if finished early.
-Complete freedom of expression will be given to them for answering.
-Questions will be asked with hints and scaffolding, if necessary.
-Mistakes in answers, if corrected after hints, will not be penalized.
**Group- C:
ELL Students- 3 Students
-Use of Electronic Dictionaries will be allowed during assessment.
-Their Assessment rubric will be adjusted a little lower to accommodate language differences.
-They will be allowed to answer in the form of alternate mediums like drawings etc. for expression and no marks will be deducted.
-KUD sheets and Exit-Cards will carry native language translations but answers will have to be in English only.
-More time will be given to them to complete the same activity compared to other students before appraisal.
Group B
-Give out KUD sheets at the beginning of assignment stating the expectations so that students start working and thinking on those lines.
-Pair-and-Share Testing- students will be grouped in academically heterogeneous pairs and will be asked to complete an activity jointly for final assessment.
-Assessment will also be done through Exit-Cards where students will write answers to simple questions covering the topic.
-Use of multimedia tools, advanced research, higher voice, etc. (techniques used by gifted students) will be optional in this group and carry bonus marks, if attempted satisfactorily.
-The checkmark on rubric will be time-based to encourage students to ‘speed-it-up’
And earn bonus assessment points.
-Students with lower scores will be allowed one repeat chance for correcting their answers and given half no. of marks if attempted correctly.
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Pre-Assessment Design :
-Finding the gap between where students are now and what they need to learn
-How students gather, process, remember and apply the given information to find solutions.
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