Introduction
Pre-assessment is a crucial tool used by teachers to evaluate students’ existing knowledge before starting a new learning module. Previously, my mentor from the Pre-K class and I developed a targeted teaching activity for a student struggling with learning mathematics standards. However, a pre-assessment is required to customize the activity for the child’s specific needs, which involves formative assessments.
Reflection on Student Pre-Assessment
Therefore, it is crucial to evaluate the results of the pre-assessment. As the teaching activity is based on oral communication, the pre-assessment took the form of oral questioning. Before a unit, an opening conversation that involves an introductory discussion can get students thinking. The conversation may center on the degree to which students currently comprehend the core ideas that will be taught, as well as their prior knowledge of the material and attitudes toward it (“Pre-assessment”, 2020).
Hence, my mentor and I asked the student to count with us out loud, as well as present two sets of shapes on the board and ask which one had more of them. This is the way formative assessments were conducted during the process. Based on the results of the procedure, we realized that the child already knew how to count up to 7. This result affected the revision of the teaching activity, shrinking the time required to teach the counting standard. Hence, the pre-assessment aligned with the targeted teaching plan and consisted of oral questioning as a formative assessment. The results allowed us to reduce the time allocated for counting skills.
During the pre-assessment process, the student’s needs and interests were thoroughly considered, and the findings will be helpful in my future educational practice. As mentioned in the description of the teaching plan, the student is enthusiastic about learning and is highly motivated by positive reinforcement, such as delicious treats. Hence, during the evaluation, we kept a bowl of candies on the table and gave the child some of them after each correct answer, as well as a higher amount after the end of the assessment process.
Moreover, the kid was given words of encouragement to motivate him for the upcoming learning opportunities. The way my mentor and I conducted the pre-assessment provided me with insight into how to better interact with children in educational settings. Hence, the student’s interests were a priority during pre-assessment, and the associated findings will be an essential skill for me in the future.
Conclusion
Hence, pre-assessment is an extremely valuable tool for teachers that allows them to steer the curriculum to maximize learning outcomes. By conducting a pre-assessment through oral questioning, my mentor and I were able to significantly reduce the time and effort required to teach the student the learning objective that he was missing. Moreover, by observing how the assessment was conducted, I acquired some valuable communication skills that will be extremely useful in my future teaching practice. Hence, by working with my mentor, I gained a deeper understanding of pre-assessments and the instructional process in general.
Reference
Pre-assessment to Plan Instruction for Students with Disabilities During Distance Learning. (2020). National Center on Educational Outcomes.