“Why go into something to test the waters ? Go into it to make waves.”

Pre-Assessment and On-Going Assessment are some of the Essential Elements of the Tabor Rotation Framework. They’re also foundational components in a differentiated classroom. Whether you’re sophisticating your methods for assessing your students or just beginning to use on-going assessments, they’re a great place to begin a journey differentiating instruction in a classroom. Here are some of the questions typically asked about Pre-Assessment and On-Going Assessment (Clipboard Cruising).

Should I used pre-assessments to group my students or should I use Clipboard Cruising to group my students?

Actually, you use both. The pre-assessment, which should typically be given at least 3-4 weeks before concepts are introduced, helps the teacher determine what concepts are weak and which are easily understood. A comprehensive pre-assessment could also be used to determine which activities should be placed in a concretely manipulated station and which ones could be placed in the Games Station for practice.

As the week progresses, the teacher conducts informal assessment via Clipboard Cruising. He is looking for his instructional strategies to be effective with the majority of students. If the strategies haven’t been effective, then the teacher knows which students need something different in the Readiness Groups. If a student shows mastery of the concepts being taught for the week, then they don’t need additional practice. Instead, they need to be qualitatively challenged with something different.

Some teachers may not bother to give pre-assessment because they think most of their students know little about a topic. Here is where teacher attitude, or the Pygmalion Effect, readily shows up in classrooms. What is the Pygmalion Effect? Simply put, people tend to live up to what’s expected of them and they tend to do better when treated as if they are capable of success. When teachers pre-assess they are seeking information, not conviction. Teachers should always be looking up and expecting their students to do well. There should always be that type of attitude. The Pygmalion Effect studies have proven this over and over with students. It’s even been proven with lab rats. [http://www.ntlf.com/html/pi/9902/pygm_1.htm]

A really good example of this is what one teacher is able to do with the students who are considered, by others, to be “too challenging.” If she believes in her students, gives them respect, continually challenges them with meaningfully engaging work, and regularly gives them opportunities to prove to themselves they are worthy, then it changes everything!

Should pre-assessments be multiple choice or problem solving?

It is optimal to vary the type of questioning. Some teachers give the multiple choice questions and then have the students develop at least two possible answers. You could use a multiple choice question and have the students select a response but explain why they made that choice.

What is the best way to Clipboard Cruise, especially when I’ve never done it before?

I typically recommend to teachers to begin with a Planning for Readiness Groups sheet. You list the concepts currently being studies. You list pre-assessment results. You might want to begin one week by determining to observe at least one of the other stations when you are in Teacher Time. You might also determine to write something about at least five students a day. Any type of written goal, for Clipboard Cruising, will assist you in making good observations. However, if a student does something out of the blue, write it down so you will remember it!

Could I give the pre-assessment again, after the unit has been taught, to determine whether or not the students mastered the information?

Giving the pre-test again is a good way to determine if the students have made improvement. You could share the pre-test results individually with your students and have them write their improvement goal in their math journals. After they take the ore-test again, or take a summative assessment, then they compare their results. This places the responsibility on the students, too. It also teaches your students to be goal-oriented.

What about unit quizzes?

The quiz or test which will be used to assess the students at the end of the unit MUST be created before the unit is taught. How else can the instruction and activity be directed to “hit the goal?” The teacher needs to begin the unit with complete knowledge of how the students will be assessed. This allows them to instruct appropriately. Instruction should mirror the assessment. The assessment is then given and informs the next set of instruction.

Assessments are best used as information to help us change our instruction to meet the students’ needs. I know that’s not how states are doing it (some districts even hold results over teachers’ heads), but that is what is best. If there is no improvement, then the teacher and the students need to reflect on what needs to be changed the next time. No mistakes–just opportunities to make changes! If the final quiz or test is created ahead of time, then one or more of the Exit Questions should be formulated just like the quiz. The wording shouldn’t be exact, but similar enough that the teacher and students know whether or not they have developed a conceptual understanding.

Should I use state tests to help create my assessments?

Yes! Remember that the state and national standards are driving the curriculum in your room. Any state or district tests, public-release questions, etc. which will reflect the way they will be tested at the end of the year could be incorporated into the assessment in a course so students are preparing for the test all year long.

If you’ve read all of this blog post, then you’re digging a lot deeper into your instructional practices than most teachers ever do. Most of the time, if a teacher or department/school is convinced to conduct any type of pres-assessment, the administration is thrilled. If you’re giving the pre-assessment, or any assessment for that matter, use the results to help guide decisions about instruction! Otherwise, it was a complete waste of everyone’s time.

“Knowledge is power, only when it’s acted upon.” -Anthony Robbins

“The test is to recognize the mistake, admit it and correct it. To have tried to do something and failed is vastly better than to have tried to do nothing and succeeded.” -Dale E. Turner