PRE-ASSESMMENT RESULTS

Pre-assessment Meggan Sandoval OTL 502- Learning Theories and Models of Instruction Colorado State University Global Campus Dr. Nella Anderson February 23, 2014

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Module 3: Steps 1-6 Step 1: Quick Write Purpose: The goal of a quick write is to capture ideas, experiences, events, impressions, perspectives, and feelings about a subject through a quick written response that is not polished or revised. Procedure: Students respond immediately to a prompt or prompts presented by the teacher. These brief responses are collected by the teacher and are used to assess level of knowledge about the subject. Example: Should there be assigned seats for lunch? Why or why not? Or create your own persuasive topic. According to Goodwin & Hubbell its important to help students understand that conquering the smaller objectives will eventually lead them to the broader learning goal that overarches the unit or lesson (p. 618, Be demanding: item 2). The following pre-assessment will trigger prior background knowledge, skills, strategies, and eventually lead to broadening their knowledge to the final standard and unit being taught.

Step 2: Once administering the formative pre-assessment to the students, I was able to see different forms of strategies, skills, and background knowledge on the topic(s) chosen or given. Many students used a graphic organizer to organize their thoughts. Some students used both an organizer and started an outline or rough draft. About three students in the classroom drew random questions on the topic or personal responses toward persuasive writing. Out of twenty-eight students, twenty of them used the topic given at hand. The other eight students used their own topic, and two students out of that eight were off topic. The two students off topic were completely off of persuasive writing and actually only wrote few sentences on random topics. Overall the pre-assessment went well. There were many mechanics and grammar issues throughout all pre-assessments. Five students actually edited and used editing marks to revise their topic. The general idea of persuasive writing was captured by administering a quick write. I was able to find an inclusive idea of where each student stands in order to personalize steps to unpack the standard. Going forth with the writing a persuasive piece it is important to keep in mind that teachers need to narrow standards and benchmarks down into additional concrete steps so that students can accomplish the series of units and the ultimate larger

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goal of writing. With that being said learning objectives should not be narrow as to restrict students creativity or ingenuity (p. 534, be demanding: item 2). Step 3: Graph located in item 3. Most of the students on their pre-assessment scored a proficient (3&4s). As1/3 of the class scored partially proficient or poorer (1, 2, and some 3s). Student A fell into the category of poorer (1&2s). It is important at the beginning to identify the learning objectives and remind students verbally the purpose of their goals and what is expected of them in the classroom for each lesson (p. 673, be demanding: item 1). Step 4: Rubric is located under item 3. The proficiency level is a four-tier rubric measuring the performance at task and comprehension of the content. Goodwin and Hubbell express that rubrics are often associated with evaluating more subjective work, such as student essays, where teacher judgments may seem more arbitrary, identifying performance criteria is equally beneficial for students in more technical subjects such as mathematics or computer science (p.769, be demanding: item 3). It is important to follow a technical rubric with writing in order to avoid arbitrary and teacher judgment on the subject. Step 5: Pre-Assessment results: Student A will be the original students name for this submission due to privacy. Student As pre-assessment transmitted as follows: Mistakes included Example given: Should there be assigned seats for lunch? Why or why not? Or create your own persuasive topic. Reasons why I should sit by my friends at lunch to talk our only free time during the day to make new freind

I would write this to teachers and the princepal because they make the desishion. We donot get any free time to talk during class. I make the most friends during lunch and recess because we get to see other classes.

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It wood not be fair to give us asigned seats. In concluesion, I do not think it is fair, We need to make new freinds, Talk about our day, and Its our only free time. From: Student A What student A assessed from the rubric: Category: Attention grabber- Student A: I wood not give myself any points because I did not give one. Focus on thesis or statement: Student A: I wood give myself a 2 because I gave my thesis statement but did not tell everything and why. Evidence and examples: Student A: I would give myself a 3 because I gave all my examples and told you why- evidence. Audience: Student A: I would give myself a 4 because I told you the teachers and princepal. Grammar and spelling: Student A: I would give myself a 1 because I had 4 or more mis-spelled words. Personal Assessments goals: When students understand the criteria upon which they will be judged, students are more apt to challenge themselves to rise to higher levels of performance (p. 782, be demanding: item 3). In this case student A cleared up any questions and comments she had about her prior assessment when looking over the rubric. Goal setting worksheet attached for Step 5.
Step 6: The process of steps 1-5 were very arduous to analyze. I think the 12 touchstones made it easier for me to follow through with each step. Providing evidence for Student As work with the 12 touchstones gave reassurance that the student is on the right track. It also helped me as well to help Student A succeeds as well as other students. Goodwin & Hubbell express when students connect results to their own efforts, they are more likely to develop what researchers have termed as learned industriousness, which itself mimics the properties of intrinsic motivation (p.839, be demanding: item 3.) Although teachers may not always get it right when differentiating every students personal goals, ensuring that the four components in be demanding, item 4 can set high expectations when working together in a perfect harmony (2013).

PRE-ASSESMMENT RESULTS References: Dare to differentiate (2014).Pre Assessments: Retrieved from: http://daretodifferentiate.wikispaces.com/Pre-Assessment

Grant, L. (2012).student achievement goal setting: Retrieved from http://education.wm.edu/centers/sli/DLST/links/DLST%20meeting%20handouts/goal%20setting _dslt_handout_9%2012.pdf Goodwin, Bryan & Hubbell, Elizabeth R. (2013) The 12 touchstones of good teaching: A Checklist For Staying Focused Every Day [E-reader version]. Retrieved from:https://read.amazon.com/?asin=B00FDYY2DO