Pre Assessment Of Student Interest

pre-assessments. Students’ are considered responsible for grade level standards and are permitted to ace them through proper exercises equipped to their readiness level and interests. A lesson composed around premium gives students’ a decision by the way they take in the lesson. Students’ might be set into gatherings in view of an assortment of ways including learning styles, interest, choices, or they may work autonomously to finish the task, indicated by Tomlinson, C. & Cunningham-Eidson, C.

The DISCOVER Assessment & Curriculum Development Model: This model, which can be applied in any educational setting helps students build on their strengths in problem solving and multiple intelligence. DISCOVER focuses on continuum problem solving which involves clearly solved problems to open-ended problem. Criterion 1: Respect for individuals with diverse abilities, strengths, and goals (FULLY MET) In 1993, Maker created DISCOVER to embrace Gardner’s theory of multiple intelligence and designed

After assessing the pre-assessment it can be concluded that a majority of the students understood that a rural community consisted of farm land but was not familiar with the other terms presented. In Second grade the students were introduced and briefly taught about rural, urban, and suburban communities. Prior to assigning the assessment I asked students to raise their hands if they had heard these three terms previously, all students raised their hands but said they couldn’t remember what they

Differentiation According to Tomlinson, 1999 “this model provides a framework for responding to differences in students’ current and developing levels of readiness, their learning profiles, and their interests, to optimize the match between students and learning opportunities” (Tomlinson & Jarvis, 2009, p. 599). It takes into account student differences in “designing opportunities for each student to engage with information and ideas” (Tomlinson & Jarvis, 2009, p. 599) Criterion 1: Respect for individuals

Assessment is a large part of every classroom. In order to gauge student understanding, assessments are required in the classroom. They can range in complexity from a simple exit ticket or traditional formal assessment. Using a variety of assessment types is important to give students a multitude of ways to show their learning. Teachers need to be cognizant of their students, and assessments provide the means to understand students better. I have used many different assessments. A primary focus

In classrooms across the nation each student comes to school and brings their unique experiences and their own learning needs and learning pace. An individualized approach is paramount to ensure that each student can reach their highest potential. Teachers must plan their instruction to meet the diversity needs of all students and base it on individualized and differentiated instruction that target specific student academic needs. Researchers at the National Center on Accessing the General Curriculum

to offer students varied pathways to learning, including scaffolding for support and challenges to extend learning. Further, it is important that learning goals be distinct and separate from the

the concept of pre-assessments is not new to me, the application of it was entirely unfamiliar. Growing up my teachers did not give pre-assessments that often, or if they did, it was so embedded in the curriculum that I never noticed it. However, I have always liked the idea of giving the students something to measure their base knowledge with while providing you, the teacher, with the information you need to write lessons that will reach the students were they are at. Pre-assessments would be a good

Pre-Assessment The pre-assessment in Mr. Newman’s science class gave an overview of the student’s knowledge of the lesson on diversity and continuity of living things. Mr. Newman broke the lesson into three target objectives and his test was aligned to display the student’s content knowledge in each area. The pre-assessment showed that all students had some knowledge of the new material but no student was proficient in all three target objectives. This assessment data demonstrated that the students

Standard 6: Assessment I use various forms of formal and informal assessments within my lessons and my classroom. I use pretests, observation checklists, student check-ins, student conferences, student observations, student conversations/discussions, unit tests, Fountas and Pinnell Tests, NWEA score, rubrics, and posttests. I am always checking in with my students because I want my instruction to be purposeful and meaningful for my students. I use my assessments to guide and adapt my instruction