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PRE-ASSESSMENT: Why Do It?

16/10/2015

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Copied from stemresources.com
Mention the word "assessment" to a teacher and he or she will tell you that they're never ending! You may also get mixed reactions, followed by some of the buzz words below...
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And yes, sometimes your brain feels like this when confronted by the topic of "assessment!" So...why do it?

Well, let's focus on pre-assessment. If we take a look at the diagram above, we know that pre-assessment activates students' prior knowledge to expose misconceptions and reveal knowledge gaps. So...again...why do it? Well, the simple, one worded answer is: differentiation. If the learning experience/s can be tailored to the individual's needs, then we have a more successful model of learning since the individual is presented with specific opportunities, enabling them to acquire new knowledge and skills by way of various systems and/or environments. 

Let's say I wanted to teach to this content descriptor for Year 5: "Identify and describe multiples of whole numbers and use them to solve problems (Australian Curriculum)." I would then use a basic pre-assessment (such as the one below) to gauge their understanding and fluency of multiples first. The data would then be analysed and for those who struggled with the pre-assessment, an emphasis on understanding and fluency would be a priority. For those students who passed the pre-assessment, the activities would be designed to focus on problem solving and reasoning. Since these skills are classed as higher-order thinking, your gifted and talented students will be catered for (especially if the activities are open-ended)!
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For more on differentiation please visit: ​http://syllabus.bos.nsw.edu.au/support-materials/differentiated-programming/
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