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.
For this assignment, you will administer one of the pre-assessments you developed in Topic 3
(Attached) 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 (attached) 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.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
