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Pre-Assessment for Physics Class

Secondary General Science

For the pre-assessment for my class I decided to quiz the students on material they should have learned previously to grasp if they need more clarification or if they have learned the material. The quiz is going to based on starting points for the rest of the lessons and units. For example, students MUST grasp the concept of what matter is before they can solve any other problems.

The pre-assessment quiz that was utilized was a definition quiz and short answer. The students short answer is based on seeing if they know how to apply the definitions to real life.

Pre-Assessment: https://quizlet.com/260573945/pre-assessment-for-differentiation-physics-flash-cards/

Note: The students do not have to answer the definitions in exact words. They must show understanding of the terms and explain them in an accurate way:

In a scenario where:

  • the 5 students who answered most, including the most difficult, of the pre-assessment questions correctly
These students were asked to design a diagram and present the right labels for a car and what happens when it speeds up and also when it hits something using the formula of Newton's Second Law of Physics: F=ma.
This activity was planned to be a fun and exciting way for the group to build something based on force and acceleration using a real-life example. It is challenging for the students because they must create something and use the formula for explanation. 

  • the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
These students were asked to use models that are available in the classroom in order to visually see and experiment with. For example the students who did not understand the state of matter, liquid, they would be able to transfer liquid from one container to another to see that it is loose. In addition, they would be asked to draw diagrams of each.

I could evaluate their quizzes and then if they did not understand the states of matter I would ask them to look at the examples in the class and write their observations. 

  • the 5 students who appear to have limited knowledge about the topic 
These students were asked to sit with the teacher for standard instruction of the material for review. These students were also allowed to look at the models that were around the table but more instruction is needed. The teacher will assist in actually describing the models and presenting it to students.


Mindmap Illustration:
https://coggle.it/diagram/WmYqFhg4tQAB949H/t/differentiation-strategies-after-a-pre-assessment

After Activities:

After the students have all gone through their assigned groups they can retake the test so that the teacher can re-evaluate their learning and understanding before moving on. The teacher will assess whether or not the whole class has improved or not. If they have improved as a whole the teacher will proceed with regular instruction in the unit plan. If the teacher finds only some have improved and the class as whole can still benefit from the activities then the teacher will take it case by case scenario...

If a student has improved they will move up to the next level. Students at the highest level will simply help assist and teach those who moved up.

If a student did not improve then they will stay in that instruction activity they are at.




References:

A. (n.d.). Differentiation: It Starts with Pre-Assessment. Retrieved from http://www.ascd.org/publications/educational_leadership/dec13/vol71/num04/Differentiation@_It_Starts_with_Pre-Assessment.aspx






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