Clinical Field Experience C: Pre-Assessment

Pre-assessments help guide instruction. Educators use pre-assessments to identify current student knowledge and identify student needs. This data can be used to set learning goals and guide instruction. Assessment in an early childhood classroom is often done in a small group.

Allocate at least 3 hours in the field to support this field experience.

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For this assignment, you will administer one of the pre-assessments you developed in Topic 3 for your group activities. Work with your mentor teacher to identify a group of 3-5 students to administer the pre-assessment.

After administering the pre-assessment, create a table that includes:

Grade level
Description of the pre-assessment
First name of the student
Analysis of the pre-assessment results
One learning goal based on the pre-assessment results
Next steps to achieve the learning goal

Share the information with your mentor teacher and determine if one of the group activities you developed for Topic 2 could be adapted to help students achieve the learning goals identified. Arrange a time to implement that activity with the small group during a future field experience.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

Below the table, write a 250-500 word reflection reviewing the strategies you discussed with your mentor teacher. Include what you learned from the experience of pre-assessing math skills and how you will use this in your future professional practice.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. Clinical Field Experience C: Pre-Assessment Administration

Clinical Field Experience C: Pre-Assessment Administration