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Differentiation of Pre-Assessments - Coggle Diagram
Differentiation of Pre-Assessments
To differentiate pre-assessments, I will use a google form that is adaptive and be able to accurately assess where each student is.
Students begin the same pre-assessment on a google form.
If the student gets 3 questions in a row correct on a topic, they will skip ahead to a new topic.
The difficulty of the questions will increase with each section that the student progresses to.
This route will be taken by the 5 students who answered most, including the most difficult, of the pre-assessment questions correctly.
The assessment will include topics above grade level so that it can adequately measure the achievement of the students.
If students get 4 out of 6 questions correct on a topic, they will proceed to the next topic.
After passing the first topic, the students will proceed to slightly more difficult topic.
The student would then be assessed on the same parameters as the first topic.
If the student gets 3 questions correct in a row they will move on to a new, more difficult topic.
If students get 4 out of 6 questions correct, they will proceed to the next topic.
If the student gets less than 4 questions correct, they will be brought to a review on the current topic and be reassessed before moving on to the next one.
This route will be taken by the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills.
Through all of these routes, the teacher will be given a detailed spread sheet on what each student got correct, incorrect, and skipped. This will allow her to accurately track and monitor the students progress and understanding.
If a student gets less than 4 questions correct on a topic, they will be brought to a review of the topic and reassessed before moving to a new topic.
If the student gets 4 out of 6 questions correct on the reassessment, they will move on to the next topic.
If students gets less than 4 our of 6 questions correct on the reassessment, the teacher will intervene and recommend a consultation with the special education teacher.
If the students requires or would be aided by an accommodation, they will receive the google form in a different format.
If the student is an EL learner, their assessment would include more visuals, less text, and have the option to translate words they do not understand.
If a student has a learning disability and would benefit from audio accommodations, the assessment would be dictated to them through google forms.
All of these alternate forms would progress the same way as the gen ed assessments.
Both of these routes would be taken by the 5 students who appear to have limited knowledge about the topic, of which 3 are struggling with language and are at different reading levels and 2 students who have little to no comprehension of the the topic and need to be tested further for special needs.
If a student has an accommodation that required them to have fewer multiple choice questions or the question in a different format, an alternate google form will be created.