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Task 1

The document provides guidance for a task requiring students to interview their mentor teacher about a diagnostic assessment that was conducted in their class this semester. It lists example questions about the type of assessment used, who developed and administered it, how results were used to group students and inform instruction. Students are asked to reflect on how diagnostic assessment could be implemented in the future to benefit student learning.

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64 views

Task 1

The document provides guidance for a task requiring students to interview their mentor teacher about a diagnostic assessment that was conducted in their class this semester. It lists example questions about the type of assessment used, who developed and administered it, how results were used to group students and inform instruction. Students are asked to reflect on how diagnostic assessment could be implemented in the future to benefit student learning.

Uploaded by

api-346924624
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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EPC 2903 Teaching

Practice Booklet

Task 1: Diagnostic Assessment Interview

CLO 5: Describe diagnostic assessment and apply to identify students’ levels; distinguish
and apply different types of grading

 For this task, you will need to arrange to interview your MST at a time
convenient to her. The focus of this task is to understand:
- what diagnostic assessment has taken place this school year in your class,
- who developed the diagnostic assessment (teachers, school management,
ADEC/MOE, etc.),
- how the diagnostic assessment was carried out,
- what the purpose of that diagnostic assessment was/is, and
- what decisions the teacher made as a result of the diagnostic assessment.

 You need to prepare a minimum of 10 questions prior to the interview. You


may add additional questions during the interview based on your teacher’s
responses, i.e. to clarify answers or garner further information.

 You will need to record your teacher’s responses – use the strategy that
works best for you. If you are using a voice recording device, you MUST
inform your MST.

 The interview must be typed and included in your Portfolio.

 You may develop your own questions specific to your context, however the
following may give you some ideas.

Example Interview Questions


1. What diagnostic assessment has taken place this semester?
2. When did this occur?
3. What types of assessments were conducted? (written, oral, practical, etc.)
4. Who developed these assessments?
5. Who conducted the assessments? (Classroom teacher, Arabic teacher, classroom assistant,
etc.)
6. Were the assessments completed by students individually?
7. What information did you hope to get from the assessments?
8. What decisions did you make based on the assessments?
9. How did you group your students? (same/different academic levels, friendship groups,
similar interests, etc.)
10. Do the groups change for different learning subjects/topics?
EPC 2903 Teaching
Practice Booklet

After the Task - Reflection


Reflect on the interview and the information gained about diagnostic assessment
from your MST. Consider how/why you would implement diagnostic assessment in
a UAE primary classroom in the future. Explain how this practice will affect
student learning in a primary class.

1- what diagnostic assessment has taken place this semester?

Base line assessment, for English and Math.

2. When did this occur?

Baseline – first 6 weeks of term 1. Observations converted onto Tapestry


which then generated data, (Beginning of each unit)

3. What types of assessments were conducted? (written, oral,


practical, etc.)

Observations – by teacher through activities and through observing children


during Continuous Provision.

4. Who developed these assessments?

Carly Jones developed the baseline assessment of Prime Areas of learning


which was used across KG2.

5. Who conducted the assessments? (Classroom teacher, Arabic


teacher, classroom assistant, etc.)

Class teachers and TAs.

6. Were the assessments completed by students individually?

No

7. What information did you hope to get from the assessments?

Details of students level in the Prime areas of learning for EYFS.

8. What decisions did you make based on the assessments?

Assessments were used to inform planning and provision


EPC 2903 Teaching
Practice Booklet

9. How did you group your students? (same/different academic


levels, friendship groups, similar interests, etc.)

By ability level according to our initial observations.

10. Do the groups change for different learning subjects/topics?

Yes. Children display different levels, for example, in PSD, reading and writing,
physical development. A child might be very good at reading, but poor in
Math’s.

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