Empathize Entry: Pre-Assessment Project

EMPATHY MAP: PRE-ASSESSMENT

SAY
DO
I am a 26 year old teacher assistant in
I am engaged when thinking
a 1st grade classroom.
about the pre-assessment.
I want more exposure and work with
Actively participating with
box plots to feel a little in order to feel
class discussions, making sure
comfortable teaching them.
my voice and opinions are
A pre-assessment is a tool to assess
heard.

Use of various resources such

knowledge which will help to make
future instructional decisions; its focus
as EngageNY and McGraw Hill
isnt on the students learning.
I feel comfortable creating and
teaching about dot plots and
histograms.

THINK
How will our lessons impact students?
How are we going to approach this
pre-assessment as a class?
What will my role be in the creation of
the pre-assessment?
We need to meet students where they
are at.
Great teachers are intentional in every
aspect of their teaching; this takes
practice and can be exhausting.
How will my experience in a 1st grade
classroom compare to this
experience?
NEEDS
Support in moving through the design
thinking process.
Input from fellow students.
To know students knowledge in
relation to the 6th grade statistic and
probability standards.

FEEL
Excited! This is a grade that I
may want to teach in the
future, so I am incredibly
excited to get experience with
them.
Nervous
Ready to have new
experiences that will help me
as a classroom teacher
Exhausted
Not confident about how to
move through the design
process.
INSIGHTS
My struggle with selfconfidence doesnt emerge in
the classroom. I feel confident
sharing my opinions and
thoughts with the class.
I have a lot of questions.
I see the purpose of the preassessment as a way to
inform my instruction so my
lessons can meet the needs of
all students.

Artist Statement:

Who you collaborated with: I worked alone on the Empathy Map. I

wanted to explore my own feelings about the pre-assessment and what
I saw the purpose as. Then, I relied on resources provided by Mrs.
Steele to understand what the students were currently working on and
the types of questions she asked.

How you did the work: After the class discussions surrounding the
purpose of pre-assessments, I gained valuable insight into my own
feelings about the pre-assessment process and what my needs were
concerning this process.

What you learned: The Empathy Map showed me the confidence I felt
in certain areas of creating the pre-assessment and forced me to
address the concerns that I had going into this process. The concerns
that were brought up will help me to know where to ask for extra
support going forward in this process.

Where it fits in the process: I had to consider my needs and wants for
this pre-assessment. This will help me to articulate my vision for the
pre-assessment as I move forward in this process. This was my first
time addressing my feelings concerning the pre-assessment process
and helped me to gain valuable insight into my own perspective and
feelings surrounding this project.