Running head: PLANNING, PREPARATION, INSTRUCTION AND ASSESSMENT

Planning, Preparation, Instruction and Assessment

Becca Roberts
Regent University

In partial fulfillment of UED 495 Field Experience ePortfilio, Spring 2015

PLANNING, PREPARATION, INSTRUCTION AND ASSESSMENT

Introduction
When planning a lesson for elementary age students, there is no way of knowing how
much the student knows. There could have been a teacher that went above and beyond on the
topic the previous year, or the students parents could be teaching them at home. Having students
all in a different level of the topic can be frustrating, but it is also important to know. In giving
the class a pre-assessment, the teacher can see how much each student understands about the
specific topic. This is important because if all of the students score well there can be a quick
overview of the information, there can be a post-test to complete the topic. However, if the
students do not score well it can be problematic. Depending on how well or poorly the students
score determines where the lessons need to be started. In giving the students a post-assessment it
is important because it shows the growth the students have made. In some instances the teacher
will see that the students made some lucky guesses on their pre-assessment, while in other
situations the teacher can see tremendous growth from some students.
Rational for Articles
In my first article, it is a pre-assessment the student were given with missing addends,
subtrahends, and number sentences. This particular student more than likely did not know how to
solve the number sentence problems. While the student did get one of the problems correct about
the number sentences, he got one wrong that was the same exact context. It can be hard to tell if
a student does not know what they are talking about or if they are being lazy and do not want to
do work. This particular student is not one to be lazy about classwork, so he more than likely did
not understand it. Another thing that i noticed to be interesting about his pre-test is that he got the
missing subtrahend correct, while he got the missing addend incorrect. This pre-test has not had a

PLANNING, PREPARATION, INSTRUCTION AND ASSESSMENT

post-test yet, but the class in general is not grasping the concept of the missing subtrahend, while
they all understand the concept of the missing addends.
The second article shown is a record of the grades that the students take for their posttests. These scores are recorded in many different areas, but this is the folder that goes home for
the parents to see and sign. It is important for the parents to see their students grades on these
post-tests, because this is the specific understanding of all the topics covered in class. When
giving the post-tests they are the same exact test that the students are taking for their pre-tests.
There are some good things about doing this. One of the main things is that the teacher can see
exactly what the students have learned and they can turn back to the pre-test to have the proof.
Another good thing about his particular pre and post-test is that none of them are gone over with
the students. Once the students take both the tests, they only see their scores not their answers.
Rational
At Regent we were taught so many different things about teaching the content not the
test. There is a fine line between teaching specifically what is on the test and making sure that all
aspects of the test are taught in order for the students to master the content. Another thing that
was taught at Regent is that there is nothing wrong with giving the students another chance on a
test. In giving the students a chance to see what they are going to have a test on after the unit,
there is no excuse for the students to claim they did not know what was on the test. Waught and
Gronlund said If the students are working toward common goals, and instruction and
assessment are both part of the same process (Waught & Groulund, p. 35). The pre-tests that the
students take are so that the teacher knows the weak points of the class.
There is no need to assess the students on something that they do not know. Although the
students do not have a chance to see the pre-test after it is graded, I am sure that the students

PLANNING, PREPARATION, INSTRUCTION AND ASSESSMENT

have noticed they take the same test twice. This gives the students a sense of reassurance about
what they are testing on, and knowing they have seen the information already. Partin said
Students assume an active role in the assessment process. This shift in emphasis may result in
reduced test anxiety and enhanced self-esteem (2009, p. 251).

PLANNING, PREPARATION, INSTRUCTION AND ASSESSMENT

References
Partin, R. (2009). The Classroom Teachers Survival Guide. San Francisco, CA: Josse-Bass.
Waugh, C. Keith, & Gronlund, Norman E. (2013). Assessment of Student Achievement. Upper
Saddle River, NJ: Pearson Education Inc.