by: Mery Tellez
Pre-assessments are one of the many strategies used by teachers in their daily planning. This type of assessment is normally used as a tool to assist teachers in their planning, and its results are mainly used to guide instruction and not necessarily to evaluate students per se.
Given this definition, is pretty clear how providing students with a pre-assessment tool on an specific subject or topic, should naturally lead into the possibility for differentiation based on the readiness of each student.
Prior knowledge is normally very varied in a Computer Science classroom, students' understanding on many computing related topics varies dramatically based in their prior opportunities and interest in the area. For this reason, pre-assessments take an important role on the Computer Science classroom planning. For the unit on the Fetch-execute cycle, I have provided a pre-assessment quiz on Kahoot to students on their first class on the topic, as a warm-up activity to the unit. Students were informed about the quiz NOT being evaluated, and the results will be used to plan for the differentiation based on the readiness determined by the quiz.
Although the class is taught at a computer lab and sufficient devices are available, a paper based equivalent will be ready for students struggling with the mobile/online version.
A preview of the quiz offered to students can be found at:
https://play.kahoot.it/#/k/a377d1a9-ee55-437a-b74f-0ae25be38af2
The results of the pre-assessment informed of a division of student readiness as follows:
Group A: 5 students who answered most (90% of higher), including the most difficult, of the pre-assessment questions correctly.
Group B: 12 students who have some knowledge about the topic as shown in their score (between 60%-89%), but need to develop higher order thinking skills.
Group C: 5 students who appear to have limited knowledge about the topic (Less than 60%).
The activity was designed as a concept inventory on the topic, with only multiple-choice questions in an effort to make it as fast, and easily graded as possible, as well as still interesting and intriguing for students as an starter/opening activity. Students were provided with an "I don't know" option for each question, and requested to use it instead of guessing. This also allows to separate misconceptions from simple lack of prior exposure to the topic. Which is important to determine the depth of instruction needed in many cases, given than it is very different to address a concept misunderstood, or not clear, than to address one that is completely new to the target audience. Additionally, the "I don't know" option helps to avoid misinterpretation of the results based on lucky guesses.
After completing the quiz, and thanks to the use of the online tool, I have the results available and I am easily able to divide the students and the activities and learning experiences they will be given according to their results as explained above. The strategies to be applied are explained in the following mind map:
For Group A (Higher) the following strategies and assessment techniques will be applied:
PBL methodology: The results from the pre-assessment show that these students have a certain level of mastery of the topic. In their case, they will be asked to work on applying their knowledge in the area into the solution of a problem.
Students will be provided with a reading on the reasoning behind the fetch-execute cycle, and asked to present an alternative model for a computing system considering the new developments in technology of storage and memory that had happen in the last 50 years.
The development of the project will be guided to allow for students to clarify the few misunderstandings that they might have remaining.
Pre-assessments are one of the many strategies used by teachers in their daily planning. This type of assessment is normally used as a tool to assist teachers in their planning, and its results are mainly used to guide instruction and not necessarily to evaluate students per se.
Given this definition, is pretty clear how providing students with a pre-assessment tool on an specific subject or topic, should naturally lead into the possibility for differentiation based on the readiness of each student.
Prior knowledge is normally very varied in a Computer Science classroom, students' understanding on many computing related topics varies dramatically based in their prior opportunities and interest in the area. For this reason, pre-assessments take an important role on the Computer Science classroom planning. For the unit on the Fetch-execute cycle, I have provided a pre-assessment quiz on Kahoot to students on their first class on the topic, as a warm-up activity to the unit. Students were informed about the quiz NOT being evaluated, and the results will be used to plan for the differentiation based on the readiness determined by the quiz.
Although the class is taught at a computer lab and sufficient devices are available, a paper based equivalent will be ready for students struggling with the mobile/online version.
A preview of the quiz offered to students can be found at:
https://play.kahoot.it/#/k/a377d1a9-ee55-437a-b74f-0ae25be38af2
The results of the pre-assessment informed of a division of student readiness as follows:
Group A: 5 students who answered most (90% of higher), including the most difficult, of the pre-assessment questions correctly.
Group B: 12 students who have some knowledge about the topic as shown in their score (between 60%-89%), but need to develop higher order thinking skills.
Group C: 5 students who appear to have limited knowledge about the topic (Less than 60%).
The activity was designed as a concept inventory on the topic, with only multiple-choice questions in an effort to make it as fast, and easily graded as possible, as well as still interesting and intriguing for students as an starter/opening activity. Students were provided with an "I don't know" option for each question, and requested to use it instead of guessing. This also allows to separate misconceptions from simple lack of prior exposure to the topic. Which is important to determine the depth of instruction needed in many cases, given than it is very different to address a concept misunderstood, or not clear, than to address one that is completely new to the target audience. Additionally, the "I don't know" option helps to avoid misinterpretation of the results based on lucky guesses.
After completing the quiz, and thanks to the use of the online tool, I have the results available and I am easily able to divide the students and the activities and learning experiences they will be given according to their results as explained above. The strategies to be applied are explained in the following mind map:
For Group A (Higher) the following strategies and assessment techniques will be applied:
PBL methodology: The results from the pre-assessment show that these students have a certain level of mastery of the topic. In their case, they will be asked to work on applying their knowledge in the area into the solution of a problem.
Students will be provided with a reading on the reasoning behind the fetch-execute cycle, and asked to present an alternative model for a computing system considering the new developments in technology of storage and memory that had happen in the last 50 years.
The development of the project will be guided to allow for students to clarify the few misunderstandings that they might have remaining.
Assessment: For the project will be laid out as follows:
Observation: Of the process of developing the solution for the problem proposed.
Written report: Students will be asked to keep a written reflection on the progress of the developing of their project.
Performance assessment: The project itself will be evaluated as a summative assignment.
Presentation: Students will be asked to either present, or publish online the results of their projects.
For Group B (Middle) the following strategies and assessment techniques will be applied:
Technology Assisted: This group of students have a foundation on the topic and at least at a certain level they already have an understanding of the concepts that needs to be cleared of misunderstandings.
A video will be provided for them that explains and illustrate the key concepts related to the fetch-execute cycle. Students can follow the video at their own pace, allowing them to stop at the parts that are unclear for them. They will be asked to complete Cornell notes for the video and to submit a document with 3 take aways from it.
Students will also be provided with lab exercises that they will need to complete with programming and that require understanding of the fetch-execute cycle.
Assessment: Students in this group will be evaluated as follows:
Writing task: Submitting their take aways and notes on the video.
Performance task: Students will submit their programs and the accompanying lab report for the fetch-execute exercises.
Unit Exam: This students will take an exam similar to the initial pre-assessment to demonstrate their progress during the unit.
For Group C (Lower) the following strategies and assessment techniques will be applied:
Observation: Of the process of developing the solution for the problem proposed.
Written report: Students will be asked to keep a written reflection on the progress of the developing of their project.
Performance assessment: The project itself will be evaluated as a summative assignment.
Presentation: Students will be asked to either present, or publish online the results of their projects.
For Group B (Middle) the following strategies and assessment techniques will be applied:
Technology Assisted: This group of students have a foundation on the topic and at least at a certain level they already have an understanding of the concepts that needs to be cleared of misunderstandings.
A video will be provided for them that explains and illustrate the key concepts related to the fetch-execute cycle. Students can follow the video at their own pace, allowing them to stop at the parts that are unclear for them. They will be asked to complete Cornell notes for the video and to submit a document with 3 take aways from it.
Students will also be provided with lab exercises that they will need to complete with programming and that require understanding of the fetch-execute cycle.
Assessment: Students in this group will be evaluated as follows:
Writing task: Submitting their take aways and notes on the video.
Performance task: Students will submit their programs and the accompanying lab report for the fetch-execute exercises.
Unit Exam: This students will take an exam similar to the initial pre-assessment to demonstrate their progress during the unit.
For Group C (Lower) the following strategies and assessment techniques will be applied:
Small group instructions and role play:
This particular group of students will began by being part of a small lecture in which the students will be introduced to the topic. Graphics, text and spoken word will be used to introduce the topic using different alternatives for different types of learners.
As the vocabulary required will be new for them, students will be given strategies for preparing "one pagers" with the key vocabulary that they will display in the classroom.
After the explanation, students will create a simulation/role play of the fetch-execute cycle, in which they will take roles and transfer data accordingly. They will be performing some of the same exercises required by the next group, but in order to understand the concepts.
Students will be given a guided version of the same programming lab, and will be grouped with students from the second and third group to complete some of the exercises together.
Assessment: Students in this group will be provided with a lot of formative assessment techniques to help them and myself identify their progress throughout the execution of the proposed learning activities.
Vocabulary Quiz: Students will be tested on the vocabulary pieces during the second day.
Observation and conversation with students: Students will be provided with verbal feedback on their responses to questions during class lecture and simulation/role play.
Performance task: Students will submit their lab results and accompanying report.
Unit exam: Students will complete and exam similar to the pre-assessment activity to measure their growth after the unit.
Sources:
Pendergrass, E. (2014, January). Differentiation: It Starts with Pre-Assessment. Retrieved February 05, 2017, from http://www.ascd.org/publications/educational_leadership/dec13/vol71/num04/Differentiation@_It_Starts_with_Pre-Assessment.aspx
This particular group of students will began by being part of a small lecture in which the students will be introduced to the topic. Graphics, text and spoken word will be used to introduce the topic using different alternatives for different types of learners.
As the vocabulary required will be new for them, students will be given strategies for preparing "one pagers" with the key vocabulary that they will display in the classroom.
After the explanation, students will create a simulation/role play of the fetch-execute cycle, in which they will take roles and transfer data accordingly. They will be performing some of the same exercises required by the next group, but in order to understand the concepts.
Students will be given a guided version of the same programming lab, and will be grouped with students from the second and third group to complete some of the exercises together.
Assessment: Students in this group will be provided with a lot of formative assessment techniques to help them and myself identify their progress throughout the execution of the proposed learning activities.
Vocabulary Quiz: Students will be tested on the vocabulary pieces during the second day.
Observation and conversation with students: Students will be provided with verbal feedback on their responses to questions during class lecture and simulation/role play.
Performance task: Students will submit their lab results and accompanying report.
Unit exam: Students will complete and exam similar to the pre-assessment activity to measure their growth after the unit.
Sources:
Pendergrass, E. (2014, January). Differentiation: It Starts with Pre-Assessment. Retrieved February 05, 2017, from http://www.ascd.org/publications/educational_leadership/dec13/vol71/num04/Differentiation@_It_Starts_with_Pre-Assessment.aspx
Trina. (n.d.). 5. Pre-assessment Ideas - Differentiation & LR Information for SAS Teachers. Retrieved February 05, 2017, from https://sites.google.com/site/lrtsas/differentiation/5-preassessment-ideas
University, C. M. (n.d.). Assessing Prior Knowledge-Teaching Excellence & Educational Innovation - Carnegie Mellon University. Retrieved February 05, 2017, from https://www.cmu.edu/teaching/designteach/teach/priorknowledge.html
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