Students come to the classroom with significant prior knowledge based upon other coursework and personal experiences. It is important for teachers to determine what students know at the beginning of a unit, so that meaningful lessons and experiences can be built. Employing some form of pre-assessment is vital.
In the book Classroom Assessment Essentials, author Susan M. Brookhart notes that giving students an end-of-course exam as a pre-assessment is not highly effective. Brookhart suggests a number of pre-assessment types, some of which include (pp.26-29):
- Oral questioning and introductory discussion. If you want to learn about what students know, having a discussion is a good place to start. Develop a set of questions that can be used to discern more fully student understanding of the content to be undertaken.
- KWL Chart. It may seem antiquated, but the simple What I Know-What I Want To Know-What I Learned chart can gather information from students quickly, and can provide a clearer picture of current understanding levels.
- Concept Map. By giving students some big picture topics and having them provide linking concepts, teachers can gain understanding of what students already know and where gaps may exist.
- Interest inventory. A simple interest inventory is a valuable tool that helps teachers better understand student prior knowledge and experiences. Information gained from the inventory can help a teacher prepare instruction or group students for maximum learning.
There are a host of other valuable pre-assessment types of activities that can be beneficial for you and your students. As you prepare for the week ahead, think of how you might use some of these activities to shape the instruction in your classroom. You and your students will be glad you did!
Phil Harrison Coaching 