Essential Question: How will preassessment tools optimize planning for individual needs?

Preassessment is an essential component of planning to meet the diverse needs of learners

in a differentiated classroom. The goal of preassessment is to expose each learner’s prior
knowledge, skills, interests, and feelings before the information is presented. The analysis
and examination of the gathered data becomes the guide for the planning blueprint. This
chapter provides information with a variety of formative assessment tools, formal and
informal, to assess before learning. It also presents practical, take-to-the-classroom
activities for assessment.

Preassessment is an essential prerequisite for effective diagnosis and planning.

Preassess the learner’s knowledge base and experiences in relation to the upcoming
topic, standard, or skill. Administering an appropriate preassessment is the key.
Preassess one to three weeks before beginning the unit of study, so data collected can
be used during planning. Use the information gathered to establish the starting point
for planning learning experiences to design interventions and identify needed
resources. Strategically administer preassessments before planning lessons to address
the students’ strengths and needs during instruction.
Consider the value of preassessment presented in the following scenario: A
physical education teacher is gathering information to develop lesson plans to
teach volleyball. A preassessment reveals that a few students have no
knowledge or experiences in relation to the sport. Their exposure to the game
needs to begin with the fundamentals. Other students know the basics of the
game, the rules and regulations, and understand their role. They engage in
activities that perfect spe- cific skills. These learners review the techniques,
rules, and practice, but they do not need to learn the fundamentals of the game.
The information would be boring and disengaging, and more importantly, their
valuable time is better spent learning more complex skills. A third group of
students, who play the game regularly and are proficient with the skills, need to
participate in activities to improve their speed and accuracy. This scenario applies to
most learning situations across grade levels in all content areas. See Figure 6.1.
70 DIFFERENTIATED ASSESSMENT STRATEGIES

Figure 6.1 Adjusting Assignments

Example: Physical Education Subject: Knowledge Base of Volleyball

Leve/s Assessment Diagnosis Prescriptions

Level 1 Possesses little or no Icnowledge Learn how to play the game.

Green or experiences in relation to Introduce rules and regulations.
the sport
Growing Understand the positions and roles.

Level II Ready for the basics of the game Review the techniques.
Yellow Has been exposed to the rules Review rules.
Ray o[Sunshine and regulations of the game Practice the skills for each position.
Understands the different roles Play the game.
or positions

Level III 1s ready to play the game as a Improve individual speed and accuracy.
Red team member Extend and enrich skills.
All Fired Up! Possesses the Icnowledge and Explore related areas opportunities.
skills to play the game

Sour ce. Adapted from Chapman and King (2008).

Strong preassessments reveal the following about the individual student:

• Knowledge base and background experiences related to the standard or skill

• Attitudes, likes, and dislikes
• Feelings and emotions
• Interests and talents
• Strengths and weaknesses
• Entry point for new information

An appropriate preassessment process eliminates wasted time and energy during

instruction. This process includes the following steps:

1. Thoroughly examine vital parts of the upcoming lesson or unit.

2. Identify the targeted standards, skills, and concepts.
3. Select the most efficient assessment tool to pinpoint each individual’s
knowl- edge before the learning.
4. Administer the preassessment before planning.
5. Gather and interpret the data.
6. Use the data to differentiate instructional plans.

Making each lesson meaningful for all learners is a challenging and rewarding
task. Continuously assess students’ readiness to identify the next steps in a procedure,
 CHAPTER 6 FORSIATIVE A SSESSIIENT BEFORE THE LEARNING 71

to move to the next level, demonstrate mastery of the standard, or to approach new
skills or concepts. The term readiness means “prepared.” The state of readiness, or
entry point, for a new skill, standard, or con-
cept opens the door to the learner’s success. Teach by doing whenever you can
The following question is answered in an and only fall back upon words
effective preassessment: when doing it is out of the
question.
Does this learner know how to —J.-J. Rousseau (1762)
before we begin

PERSONALIZE INSTRUCTIONAL PLANNING

Formative, differentiated assessment allows teachers to personalize or customize
instructional plans for individual learners. A variety of preassessment tools are used
to gather data about students so crucial information is available to strategically design
plans. Continuously strive to create a positive environment that is physically, emotion-
ally, and socially tailored to the needs of individuals.
It is important to identify the student’s attitudes or mind-sets toward an upcoming
topic or subject. Everyone avoids unpleasant experiences, so negativity is a formida-
ble barrier to success. When learners experience negative thoughts and attitudes, their
desire to work on assigned tasks is diminished.
The familiar adage “You can lead a horse to water, but you can’t make him drink”
can be applied to a student’s attitude. If an individual has had unpleasant experiences
or memories of a situation, a subject, or an activity, it is difficult to change the feel-
ings, rebuild confidence, and create the desire to engage in a related assessment task.
Return to the saying about the horse. You may not be able to make him drink, but you
can make the horse very thirsty if you feed him a large amount of sweet oats! In
a similar way, kindle a student’s desire to work successfully on assessment activities by
providing enticing, meaningful experiences.
How can you discover students’ feelings and emotions as they relate to an upcom-
ing topic? The most obvious way is to ask them! The goal is to unleash their individual
spontaneous reactions. Select appropriate assessment tools to use before the learning
that identify feelings and emotions so specific strategies address these needs. To per-
sonalize instructional planning, it is important to know how to use a variety of dif-
ferentiated assessment tools to collect information about this particular group of
students.
Using an assessment preview one to three weeks before designing the lesson plan
for the unit builds anticipation, generates interest, and provides personal ownership
in learning through the assessment experiences. This targets individual strengths and
needs. Think about movie advertisements. Weeks before a movie is released, its pre-
views are accompanied with interviews of the leading actresses and actors.
72 DIFFERENTIATED ASSESSIIENT STRATEGIES

Promotions appear on billboards, magazines, newspapers, television, radio, and the

Internet. It is obvious that this hype is designed to build anticipation and entice patrons.
By the time the movie is released, individuals are “hooked.” Use this approach to gen-
erate excitement and anticipation for new skills, topics, and assessments.

ENGAGING STUDENTS BEFORE THE LEARNING

Student engagement is an important component in all phases of instruction. Engage
students in assessment before the learning to

• Identify each individual’s background knowledge.

• Present a preview of new learning.
• Target personal strengths and unique needs.
• Discover feelings and attitudes related to the future learning.
• Motivate students and stimulate their desire to learn.
• Identify mastered standards, skills, and concepts.
• Reveal the entry point for the new learning.
• Identify the gaps in background knowledge.
• Create plans for intervention.
• Generate anticipation and excitement for upcoming topics.
• Add novelty and build interest.
• Plan the next steps for each learner.

Formative Preassessment Tools

A formative preassessment tool is a strategically selected, practical technique
to provide a view of what a student, small group, or class knows about
upcoming information. Select an appropriate tool to show prior learning. Be
sure the tools are efficient, easy to view, and provide immediate feedback
results before the learning.
The following thirteen preassessment tools and activities reveal the learner’s
knowledge base and prior experiences related to the topic. Use the gathered data to
plan differentiated instruction.

1. Ponder and Pass

Announce the topic of the upcoming unit or skill. Pass a piece of paper with the
following graphic organizer (Figure 6.2) to members of the class. Challenge stu-
dents to write the facts they know related to the topic. They may include information
they want to learn and explore, including questions and comments of interest or
concern. Encourage students to submit other categories and headings for future
 CHAPTER 6 FORSIATIVE A SSESSIIENT BEFORE THE LEARNING 73

Ponder and Pass activities. The following activity is a way to obtain learner
input for an upcoming topic. This paper can be passed around the room to gather
this vital information.

Figure 6.2 Ponder and Pass

Topic
F-acts We Information We Our Questions to Other
âD0A Want to Learn Explore Comments

2. Signal and Action Responses

Use this individual response technique to gather informal data in this quick,
engaging format. With each of the following examples, a learner chooses one action
to fit his or her appropriate knowledge-base level.

Example A
Waving hands > I know it.
Shrug ofshoulders > I have a hunch.
Thumbs down > I have no idea.

Example B
Point to your > I know it.
brain Point to > I have seen this before.
your eyes Cover > I have never heard of it!
your ears

3. Take a Stand
In the Take a Stand preassessment activity, students move to a number that repre-
sents their knowledge base for a topic or skill. The teacher observes the learners’
selected positions to gather information. The group at each number discusses and
defends their position. Each group shares a summary of their findings with the total
class. An analysis of the class discussion serves as a valuable preassessment tool.

Directions
1. Place large numbers from one to six in order around the room.
Option: Also add a large piece of chart paper near each number to record key
discussion notes.
74 DIFFERENTIATED ASSESSMENT STRATEGIES

2. Separate the numbers so there is space for a group of students to line up

in front of or gather around the displayed numbers.
Variation. Some grade levels and topics require fewer numbers.
3. Post and state the essential question, standard, fact, topic, or opinion for discussion.
4. Give the following directions to students:
a. Think about your knowledge of
b. On a scale of one to six, rate your knowledge of this topic. Example: Six is
the expert level; one is the novice level.
C. At your desk, secretly record the rating of your knowledge on apiece of paper.
Add your rationale for selecting this number.
Note.’ Students will be less likely to change positions to be with friends
when they record their position choice on paper.
d. Stand in front of the number that represents your knowledge level.
e. Discuss why you chose the position with the group.
f. Select a group spokesperson to share the discussion ideas and findings.
Optional. Create a pictograph with the Take a Stand data by drawing a stick
figure to represent each student in each group.

This activity gives students opportunities to demonstrate their understanding and

reveals misconceptions related to the topic. Use the discussion details and the rating
chart preassessment information to plan future lessons.

4. Knowledge Base Corners

The Knowledge Base Corners (Chapman & King, 2008) activity is an assessment
to use before the introduction of a unit to reveal the students’ content knowledge. This
strategy preassesses upcoming standards or topics. Introduce this activity by exploring
hobbies or sports examples. This shows how their knowledge, interests, and experi-
ences vary. When students see this strategy modeled several times and become accus-
tomed to the routine, use it to preassess knowledge of upcoming content. Emphasize
that it is acceptable to be in any corner because each position offers a future learning
opportunity.

Directions
Display four large strips of paper, and label each one with phrases that match the
following four-corner grids. Be creative, and use your content terminology to label the
corners. See examples in the figures that follow.

• Post each strip of paper in a corner of the room. Read the corner name aloud.
• Emphasize that this activity will assist to guide plans for their lessons.
• Ask students to write down the name of the corner that matches their knowl-
edge level for the topic.
 CHAPTER 6 FORSIATIVE A SSESSIIENT BEFORE THE LEARNING 75

• Tell students to move to the selected corner to join others with the same
view.
• Have each group select a recorder to write on the chart paper. Group members
brainstorm information they already know about the topic and what they want
to learn.
• Record the brainstormed information and prioritize the items with consensus.
• Call on volunteers from each corner to share findings.
• Tell each group to collectively select a novel way to present the important infor-
mation on the chart.
• Provide time for each group to report the key discussion points to the class.
Notes.’ As students stand in their selected corners, observe the number of
learners and the information gathered at each knowledge level. Use the data to
plan the future unit or topic of study. Assure learners that it is acceptable to be
in the novice group because the upcoming information is new.
Variations.’ When learners know how to use Knowledge Base Corners, add
novelty to the activity by changing the phrases on the corner labels to fit
the grade level topic information, interests, and backgrounds. See charts in Figures
6.3 through 6.7.

Figure 6.3 Knowledge Base Corners

Notacue! I know a lot!

I know a little bid! I’ve got it!

Figure 6.4 Choose Your Team

Little League Minor League

Major League World Series

76 DIFFERENTIATED ASSESSMENT STRATEGIES

Figure 6.5Attitude Corners

I do notlilce this. I like most of it.

I like a few parts. I like this and cannot wait to learn more.

Figure 6.6 Interest Corners

Not interested Occasionally interested

Often interested Consumed with interest

Figure 6.7 Metamorphosis of a Butterfly

Egg Larva

Cocoon Butterfly

S. Content Knowledge Boxes

Use preassessment activities before a content study unit to uncover what students
know and to identify misconceptions they may have. Design content boxes to identify
the entry points for planning instruction. Refer to Figure 6.8.

Example
County
We will learn about the areas listed on the chart during our study of (country).
Complete the chart with information you know about (country).
Note.’ If you do not know specific facts, write what you want to learn.
 CHAPTER 6 FORSIATIVE A SSESSIIENT BEFORE THE LEARNING 77

Figure 6.8 Social Studies

Country

Location Food, Clothing, and Shelter Resources

Government Population and People Customs

Geography Economy Historical Landmarks Ways of Life

United States of America (Country of Study)

6. Content Surveys
Content Surveys provide information about the background and knowledge
base of an individual or group of students. These effective preassessment tools reveal
what students know about an upcoming study.
Teacher-created inventories and surveys are best because they are designed for the
specific content and students. These assessment tools can be brief and provide needed
information. Use surveys as data-gathering tools throughout the year. Ask questions
about the specific topic. Include questions and statements that delve into the student’s
background knowledge, past experiences with the subject, and expectations or goals
related to the learning.
78 DIFFERENTIATED ASSESSMENT STRATEGIES

Example: Preassessment Survey

• How does relate to you?
• What do you want to learn about ?
• What do you know about the upcoming study?
• How do you feel about ? Why?
• What do you hope we do during the study?
• What are you excited about learning? Why?
• Identify the part(s) you are dreading. Why?

7. Personal Surveys and Inventories

Personal inventories and surveys provide information about the life of a student.
The gathered information reveals the learner’s interests, emotions, feelings, likes,
dislikes, dreams, and goals. These factors have a direct impact on a student’s approach
to learning, engagement, and personal performance level.

Examples
• List your favorite
• What is your least favorite?
• Name a peer who is a favorite working partner.
• Where do you like to study?

8. Brainstorming
Use brainstorming to give students a voice in planning an upcoming topic. Use
questions similar to the following to gather data related to what the students already
know about a standard, concept, topic, or unit of study. Use the following examples to
design your brainstorming probes.

• List the terms, facts, or concepts you know about our new topic.
• What have you heard about this subject in other classes? When and where?
• I have heard about in the following (books, Internet
sites, or articles).
• How have you used this information in your world?
• How do you feel about learning ? Why?

9. Color Clusters
The following Color Cluster activity uses a color key to identify students’ levels
of knowledge related to a topic. Give each learner a set or cluster of colored
disks made from construction paper to match a key similar to the one here. Ask each
student to display the color reflecting his or her level of learning for a particular skill
or topic.
 CHAPTER 6 FORSIATIVE A SSESSIIENT BEFORE THE LEARNING 79

Example Key
Green = On the launch
pad Yellow = Cautious
Red = Moving on up
Blue = Soaring

J0. Gallimaufry Gathering

Assign this activity a week or two before the study begins. Tell students they are
going to create a topic or unit gallimaufry, or hodgepodge of various things. Place the
topic on the outside of a box, bucket, tub, crate, or shelf. Challenge students to become
scavengers, discoverers, and investigators to find the solutions and answers to a posed
problem or question related to the upcoming topic, skill, or event. Encourage learners
to fill the container with written materials recorded on the Gallimaufry Gathering Grid
related to the topic.
Learners find the resources or information in various media, across many genres.
Suggest ways to find information including interviews, magazine articles, newspaper
clippings, web searches, or television shows. The teacher and students need to screen
the selected material for accuracy. Create an entry form for students to complete
when they contribute to the collection (see Figure 6.9). This enhances the learning

Figure 6.9 Gallimaufry Gathering Grid

Name

Topic

I . I found

2. lt tells

3. We can use it to

Signature:

Date:

Resources:
80 DIFFERENTIATED ASSESSMENT STRATEGIES

atmosphere as students develop a feeling of ownership in the new learning experience.

Use the collection as a resource to enhance the unit of study.
Variation. Add novelty to the collection process by changing the title. The follow-
ing suggestions are motivational, creating the desire to complete the task.
Mystery Masters Search and Seize Dig and Delve
Mind Time Probing Be Sherlock! Operation Explorer

11. ELOs
Evening Learning Opportunities (ELOs) (Chapman & King, 2009a) are after-
school challenges that build knowledge and background while supporting learning.
These assignments challenge learners to be detectives, scavengers, investigators, and
inventors. An ELO is not homework. It is an opportunity that does not receive a grade.
These tasks often require higher-order thinking skills. The goal of using ELOs is for
students to gain background knowledge related to an upcoming standard, skill, or
concept.

£LO Examples From Content Areas

Math

• Go on a scavenger hunt in your kitchen to find items packaged in pint, quart,

gallon, or liter containers. Make a list of the items for each size.
• Be a detective, and locate a recipe that uses a tablespoon, a teaspoon, and a cup
to measure ingredients. Bring a copy of the recipe to class to share.
• Find examples of the following shapes in your neighborhood: circles, squares,
triangles, and ovals. Make a list of the items with the names of the shapes they
represent.

Science

• Create a drawing to show how you classify and categorize the list of animals.
• Create a chart to show the categories of food in your kitchen or items in your
garage.
• List animals found in your neighborhood and home. Label them as mammals,
fish, birds, reptiles, or amphibians.

Physical Education

• Observe a baseball, football, basketball, or soccer team. Compare and

con- trast the major strengths and weaknesses, specific skills, or
sportsmanship exhibited.
• If you participate in a sport, in sequential order list the activities you engage in
to get ready for a game.
 CHAPTER 6 FORMATIVE ASSESSRIENT BEFORE THE LEARNING 81

Social Studies

• Interview a parent, neighbors, or others about the requirements for their jobs.
Identify their skills and work habits.
• Review a movie or documentary based on the country you are studying. Create
a chart to show the advantages and disadvantages of living in that country.

Language Arts
• Watch a sitcom or newscast. Record the main ideas and supporting details.
• Watch a game show, or play a game. Write the sequence of events.

12. Pretest
A pretest is a formal assessment given before planning to gather vital information
to customize instruction. The test reveals the background and knowledge base of each
class participant. A well-developed pretest saves time because the data reveal the
learner’s needs before planning designed instruction. Instruction is not hit or miss but
on target.

Developing the Pretest

Design the pretest to provide a comprehensive overview that addresses the simple
to complex essentials. It takes time to strategically develop a pretest. However, it is a
valuable tool when the findings guide formative differentiated instruction.
Use the following guidelines to create an effective pretest(Chapman & King, 2008):

• Administer the preassessment one to three weeks before teaching the new topic
or unit. This provides time for the data gathering, analysis processing, and using
the results in curriculum planning.
• Design the test items so no one can achieve a 100 or 0 percent score.
Select items to challenge each learner taking the test.
• Plan the test to address the various levels of the learners.
• Present items ranging from concrete to abstract and simple to complex.
• Disperse easy and difficult questions or tasks throughout the assessment. This
deters students from assuming that the easiest items are at the beginning.
Often students stop trying when they come to several consecutive, difficult
questions because they assume that the remaining tasks will be more difficult.
• Include manipulatives in the preassessment if they are used in related lessons.
• Use the same pretest as a posttest to analyze growth.

Vary the pretest response formats. For example, use open-ended questions,
prompts, graphic organizers, matching, multiple choice, and fill in the blanks.
Design the items to challenge learners with easy to complex levels of questions and
thinking.
82 DIFFERENTIATED ASSESSMENT STRATEGIES

13. Standardized Testing Data

Analyze and interpret previous standardized testing data related to the content
material or skills to be addressed. The data are used for making placement decisions
and dealing with funding issues, more than academic improvement. Testing informa-
tion is often overlooked as a valuable resource for planning.

As learners engage in formative preassessment tasks, their knowledge base expands.

They build a foundation for learning with each discovery. Students become respon-
sible for their own learning as they actively participate in preparations for the new
topic of study. The hype accompanying preassessment formative activities creates
curiosity. Anticipation builds until the topic has its premiere. Create opportunities
for students to share the results of their discoveries as a prelude to planning optimal
learning opportunities.