ECE 450 Grand Canyon University Pre Assessment Reflection

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ECE 450

Grand Canyon University



Share the pre-assessment you developed in Topic 1 with your Kindergarten teacher. Based on feedback from your teacher after the rearrange pre-assessment, arrange time to administer the pre-assessment to a small group of Kindergarten students. Discuss the results with your teacher.

Following write a 250-500 word reflection on your pre-assessment implementation and results. In your reflection, consider the following questions:

  • Did the implementation go as you had planned? What adjustments did you have to make?
  • How did you identify and address accommodation needs during your pre-assessment?
  • What do the results of the pre-assessment show?
  • Based on pre-assessment data , what interventions and next steps do you believe the small group needs? Justify your response.
  • How did you ensure that you were implementing ethical and responsible assessment practices when gathering and analyzing the data? How will this ensure you are meeting the needs of all students?

Use the Rubric included for expectations for completion.


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Course Code ECE-450 Class Code ECE-450-O500 Criteria % Scaling Percentage 100.0% Pre-Assessment Implementation 20.0% Accommodation Needs 15.0% Results 15.0% Interventions 15.0% Ethical and Responsible Assessment Practices 15.0% Organization 10.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0% Total Weightage 100% Assignment Title Clinical Field Experience B: Pre-Assessment Implementation No Submission (0.00%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Total Points 40.0 Insufficient (65.00%) Description of implementation and adjustments is unclear and lacks detail. Accommodations applied during the pre-assessment are vague. Pre-assessment results are unclear. Interventions and next steps are inappropriate for students. Reflection on how ethical and responsible assessment practices were implemented and how that ensures all student needs are being met is minimal. An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Approaching (75.00%) Description of implementation and adjustments is vague and convoluted. Accommodations met basic student needs. Pre-assessment results are given basic consideration. Interventions and next steps are simple. How ethical and responsible assessment practices were implemented and how that ensures all student needs are being met is given basic consideration. The content is adequately organized, generally providing the audience with a sense of the main idea. Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and contentrelated language. Acceptable (85.00%) Description of implementation and adjustments is clear and detailed. Accommodation needs were addressed. Pre-assessment results are clearly analyzed. Interventions and next steps are logical and appropriate. How ethical and responsible assessment practices were implemented and how that ensures all student needs are met is given detailed consideration. The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. Submission is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech, as well as appropriate practice and content-related language. Target (100.00%) Description of implementation and adjustments is comprehensive and detailed. Accommodation needs were thoroughly addressed. Pre-assessment results are skillfully analyzed. Interventions and next steps are specific and thoughtfully selected. Insightful reflection on how ethical and responsible assessment practices were implemented and how that ensures all student needs are met is included. The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. Comments Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. Points Earned PRE-ASSESSMENTS 1 Pre-Assessments Name Course Date 2 PRE-ASSESSMENTS Pre-assessment In the classroom settings, understanding the learners' needs allows the teacher to create the right measures that may show the appreciation of the children's different needs. The most effective method that helps teachers learn about the children's learning differences is the preassessments that allow teachers to gather the information that may allow them to develop the right lessons plan with instructions favourable for all students. The pre-assessments allow teachers to gain and learn the problems that may hinder the learners from attaining the overall goal in school (Guskey, 2018). The reassessments' effectiveness allows the teachers to create appropriate instructions that may benefit all students. Since ego issues among the learners may affect their relationship with other colleagues, focusing on pre-assessment plays a critical role in setting aside the powerful ego between learners and their teachers. For the teachers, completing a pre-assessment allows them to develop the right attitude that may enable them to address the learning differences that the children are likely to show. Before deciding the method to consider when providing specific teaching, considering the learners' comfort levels is a critical factor that may allow teachers to provide essential lessons, the teachers' effectiveness of pre-assessment is that it allows them to measure the student’s comfort levels and relate it with the learning goal in the respective unit. This knowledge allows the teacher to document the significant student learning problems and the possible practices needed to create the needed change. The other way that the pre-assessments are necessary for supporting, verifying, and documenting the learning approach followed by a student is to help the teacher gain knowledge about the learner’s interests. Before beginning a lesson, a teacher who completes the pre-assessments learns about the learners' significant learning profiles, thus determining the acceptable practices to follow when addressing their needs. The students' 3 PRE-ASSESSMENTS learning profile may also provide additional knowledge about the strengths and weaknesses of the learners. For instance, through the learning profiles, the teacher can understand the areas of interest for a learner and the possible problems the learner may encounter (Harper, 2018). Thus, this information helps the teacher create a teaching method that may dwell on the learners' weakness to help them overcome it. One example of a pre-assessment that a teacher can consider when providing teachings to the learners is using a guess box. In this assignment, the teacher may tell the learners to guess what is in the box concerning the topic they were addressing. Through this, the teacher can decide about the preparedness of the learners. The pre-assessment activity further allows the teacher to challenge the learners and see whether they can identify some of the specific topic issues. The guess box activity further allows the teacher to develop a stable relationship with the learners. When teaching, fairness is one of the critical areas of concern to address to allow the learner to enjoy the provided teachings. Through the pre-assessments, teachers can understand the area that has not been effectively addressed to make it possible to solve it (Runnals & Hong, 2019). additionally, since the learners may show differences among themselves, this approach plays a critical role in creating an environment where the teachers can evaluate the right topics to address to overcome the barriers that may contribute to inequality among the learners. The various forms of assessment questions give information about the learners' challenges when solving most of the questions. Through this assessment, teachers can effectively determine the practices needed to help the learners experiencing significant challenges when completing some of the objectives in their learning environment. For teachers who rely on relatively complex approaches when teaching, this assessment helps them to learn the problems experienced by the 4 PRE-ASSESSMENTS learners when interpreting the provided teachings. Through this, teachers can determine the features of teaching they need to consider and what to abolish. 5 PRE-ASSESSMENTS References Guskey, T. R. (2018). Does pre-assessment work. Educational leadership, 75(5), 52-57. Harper, C. J. (2018). Vocabulary instructional strategies in a middle-level science classroom. Reading Improvement, 55(4), 127-134. Runnalls, C., & Hong, D. S. (2019). “Well, they understand the concept of area”: pre-service teachers’ responses to student area misconceptions. Mathematics Education Research Journal, 1-23.
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Pre-Assessment Reflection





Pre-Assessment Reflection
In a kindergarten classroom of 25 students from a public school, a guess box was
implemented as a form of pre-assessment. Pre-assessments are used in the classroom to
understand the students’ previous knowledge of a subject and thus derive their needs for that
particular lesson. A guess box is one activity that can be performed as a pre-assessment where
students are prompted with the subject for the class and then instructed to guess what it is inside
the box based on that subject. For instance, if the subject of the class is about the ocean, then
fish, seashells, and sand may be in the box.
The particular lesson the students I worked with were introduced to was how to identify
living and nonliving things. They were presented with two boxes, one for living things and one
for nonliving. The students expressed great enthusiasm for the activity, and the entire process
was carried out according to plan. Identifying the accommodation needs of the student came at
the end of the activity as each item was revealed in each box. They expressed puzzlement over
some living and nonliving things. For instance, some students did not understand why a plant
was considered to be living because it did not move in the same way animals do. After noting
each puzzlement, I grouped them an...

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