Pre Assessments:

(Module 6 unit 2 activity 3)

The idea of pre assessment is to provide :

a) Elicit information about students’ readiness to learn skills and concepts; b) Gather information about students’ preferred modes of learning (including learning styles and grouping preferences); and c) Gather information about students’ attitudes about the learning, areas of interest within the study, and initial questions about the learning.

There is a number of ways to make pre assessments:

1. PRE-TEST( I provide sample of it though other types can be a better choice in case of my Unit which is on start level that is why I address part 2 of the unit)



Sample of pretest questionnaire:


In many subject classes, there are basically three bands of student levels. Higher achievers, average and those who struggle. Of course, there are individual cases and every student is unique but for the sake of this assignment and in general, I try to approach lesson planning in a way that encompasses three levels (deviations).

In addition, I create pre-assessments for every new unit with the same ideology. The assessments might include a simple KWL chart (What do you know?, what do you want to know?… and than ‘post lesson’ what have you learned?), Interest surveys, pre-tests and

I also use Compass Points (N = Needs, S = Suggestions, E = Excellence and W = Worries). I post 4 large poster sized sheets, one on each wall, and then I have students think ‘alone’ for 3-5 minutes, than they can share their ideas with a partner and write down their thoughts on ‘post-it’ notes and stick them around the room. This particular pre-assessment caters to students who are reluctant to communicate through classroom discussions.

“Adapted from Ron Ritchhardt’s Thinking Routine, Compass Points, this document is best used at the beginning of a unit of study. It provides a snapshot of your learners as they enter into a new academic venture. In this exercise, your learners will outline what they need in order to be successful, what they are excited about, what suggestions they have for you, and even what worries they have going into their studies.“

In regard to the 5 students who answered the most difficult pre-assessment questions correctly, they will be working more independently using the computer/laptops to extend knowledge via research and selected games for deeper understanding.

The 12 students who have some knowledge about the topic as shown by their score, will need to develop higher order thinking skills. They will ‘pair’ up to increase engagement and for further support. They will work together on various mini-projects.

The other group composed of 5 students who appear to have limited knowledge about the topic of cell function, will work with me to review terminology, location of cell parts and functionality.

At the end of the lesson, I will ask students to write brief reflections of what they learned in their Lab Journal.


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