What challenges did you face when developing and delivering the pre-assessment?

Clinical Field Experience B: Mathematical Pre-Assessment
Objectives:
1. Adapt instructional planning to address diverse needs and backgrounds, individual levels of development, and differences in approaches to learning and performance. [ACEI 1.0, 3.1, 3.2; InTASC 1(a), 1(c), 1(h), 1(k), 2(a), 2(d), 2(f), 2(g), 2(l), 2(m), 10(b)]
2. Create instructional opportunities that are adapted to diverse students and foster active engagement through supportive learning environments. [ACEI 3.2, 3.4; 2.3; InTASC 4 (f), 4 (i), 6(g), 6(i), 7(b), 8(b), 8(d), 8(l); ISTE-T 2b]
3. Designs assessments that match learning objectives with assessment methods and support identified learning needs. [ACEI 3.1, 3.2, 4.0; InTASC 6(b), 6(g), 6(k), 6(l), 6(o)]
Assessment Descriiption
Allocate at least 4 hours in the field to support this field experience.
Part 1: Pre-assessment and Implementation
Follow these steps for this week’s field experience:
1. From your previous observation in your field experience classroom, you identified 3-5 students, above, at, or below standard achievement in the classroom environment that would benefit from additional learning support. You also identified the standards and unit that your mentor class is currently learning.
2. With this information, complete the “Math Pre-Assessment” where you develop a pre-assessment in the math content area that aligns to the standards and unit that your mentor teacher shared with you during Clinical Field Experience A. This pre-assessment can be oral, written, or completed through technology. The pre-assessment should identify ho well selected students know the concept and provide data that would allow you to determine learning gaps and needs in order to develop an appropriate lesson to support learning needs.
3. Share the pre-assessment with your mentor teacher and ask for his or her feedback.
4. Administer the pre-assessment that you created with the selected group of students and use the data to prepare for Clinical Field Experience C.
Part 2: Reflection
In 250-500 words, summarize and reflect on your field experience and the steps you took to identify students for the pre-assessment. Consider:
1. How did the pre-assessment provide data to determine the learning gaps and needs of students?
2. What challenges did you face when developing and delivering the pre-assessment?
3. Explain how you will use your findings 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.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the learning management system in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
Rubric Criteria
• Expand All Rubric CriteriaExpand All
• Pre-Assessment
• 7.5 points
• Reflection
• 7.5 points
• Format and Future Implications
• 2.5 points
• Mechanics of Writing
• 7.5 points
• Total
Recourse:
Talking Math: 6 Strategies for Getting Students to Engage in Mathematical Discourse Read “Talking Math: 6 Strategies for Getting Students to Engage in Mathematical Discourse,” by Kersaint, located on the Getting Smart website (2015).
Chapter 1. Understanding Differentiated Instruction: Building a Foundation for LeadershipRead ” Chapter 1. Understanding Differentiated Instruction: Building a Foundation for Leadership,” by Tomlinson and Demirsky Allan, located on the ASCD website (2020).
Engaging Students in Math Read “Engaging Students in Math,” by Vilson, located on the Edutopia website (2012).
Using Peer-Assisted Learning Strategies to Increase Response to Intervention in Inclusive Middle Math Settings Read “Using Peer-Assisted Learning Strategies to Increase Response to Intervention in Inclusive Middle Math Settings,” by Kroeger and Kouche, from Teaching Exceptional Children (2006)
Make Mathematics Instruction Accessible and Engaging for all Students, Read “Make Mathematics Instruction Accessible and Engaging for all Students,” located on the Inclusive Schools Network website (2015).
Elementary and Middle School Mathematics, Read Chapters 6 and 18. https://bibliu.com/app/#/view/books/9780133558678/epub/OPS/xhtml/cover.html
Word-Problem-Solving Strategy for Minority Students at Risk for Math Difficulties Read “Word-Problem-Solving Strategy for Minority Students at Risk for Math Difficulties,” by Kong and Orosco, from Learning Disability Quarterly (2016).