Walter Ottaway Artifact B Planning, Preparation, Instruction and Assessment of learners

Pretest Design Reflection In an effort to maximize teaching time, I created a pre-assessment which would allow me to determine each students level of comprehension and background knowledge regarding fractions. By determining a students level of knowledge concerning fractions, I would eliminate teaching material that students already knew, thus increasing my teaching time for new material. In addition to checking a students background knowledge, my purpose for administering the pre-assessment is to identify each students ability. This will allow me to group students based on their ability as well as differentiate instruction for each group. By grouping in this manner I ensure that all students acquire the requisite knowledge to be successful.

Walter Ottaway Artifact B Planning, Preparation, Instruction and Assessment of learners

Pretest results Reflection Prior to introducing fractions to my class, I administered a pre-assessment to check their current level of knowledge. The students were directed to complete the pre-assessment to the best of their ability. I explained to the class that the test did not count as a grade, but its purpose was to help create lessons that were more robust and fun for the class. Overall, the results of the pre-assessment were somewhat alarming. The average number of questions missed for the class was 9 out of 12 questions. An in-depth analysis of the questions revealed the students required fraction remediation before attempting to introduce new material. Based on additional analysis and one on one conversations with students, I determined that the best strategy for remediation would be guided math groups. By using a three group rotation, I would be able to observe each students thought process in solving fractions and redirect as needed.