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Task 1

The interview discussed diagnostic assessments conducted in the first week of school to establish students' baseline abilities. The teacher assessed students' math, reading, writing, and phonics skills through both individual and group activities designed not to feel like tests. The assessments helped identify gaps and target support to meet all students' needs. Regular diagnostic assessments can track individual student progress and overall class performance.

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29 views4 pages

Task 1

The interview discussed diagnostic assessments conducted in the first week of school to establish students' baseline abilities. The teacher assessed students' math, reading, writing, and phonics skills through both individual and group activities designed not to feel like tests. The assessments helped identify gaps and target support to meet all students' needs. Regular diagnostic assessments can track individual student progress and overall class performance.

Uploaded by

api-340688378
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Task 1: Diagnostic Assessment Interview

Hi good Moring Ms. Boston .Today is Monday 9 of September 2017 .I'm going to ask
you 10 questions about the diagnostic assessment. It will take us from 30 to 40
minutes and I would like to thank you for letting me using the recorder.

Starting with first question.


Me: What diagnostic assessment has taken place this semester?

Miss Boston: This semester we have taken initial assessment so that we know where

the children are and how we can support them further so we have taken some mass

assessments and we have just asked them if they can count to twenty, if they can

count back from twenty, if they know what number comes after a number, what

number comes before a number, and then we have done some reading assessments, I

am interested in some writing but the children do not know that they are assessments

so it is just an activity for them. Sometimes it is playing, sometimes it is just thinking

talk in sentences, and they can make sure that it makes senses, so they do not always

know it is an assessment

Me: When did this occur?

Miss Boston: So we do it on the first week that the children come in and we just want

to get them an initial baseline so we need to know where they are from, so we will do

it in the first week and it will be throughout the day so we will not always do it in the

morning because some children might be really tied in the morning but we will not do

in the afternoon because a lot of children are really excited above in the afternoon so

we get a mixture of the two

Me: What types of assessments were conducted, written, oral, and practical?
Miss Boston: With Maths, we do some written so we know they can do their number

formations, they can write their numbers. With reading, it is oral we are not doing any

assessment with the written part or if they understand it we know they can read a

memo. With English it is a mixture of answering questions and also writing as well

Me: Who developed these assessments?

Miss Boston: I would do them with a few children, sometimes l would do them in

groups, sometimes they would do it by themselves and then for the reading, l might

do them within the guided reading time so l can ask the children questions they

understand and they can read but then sometimes the TA will also do some individual

readers and will be able to assess them as well.

Me: Were these assessments completed by students individually?

Miss Boston: Yes they need to do their maths and their English individually and the

reading with the guided reading, that will be in a group and they can share ideas with

each other, what they have read, they help each other but then there would be

individual readers as well and that is when we do it on a one to one so an adult and a

child and there will be no noise around so they are just focused.

Me: What information did you hope to get from the assessment?

Miss. Boston: We hope to see where the children have got their understanding and

where there are gaps in their knowledge are, so phonics as well, we have done some

phonics assessments and that was on a one on one and we go through each sound and

then l know which children need to focus on some particular letters or if some of the

children know all of them and the next steps are going to be higher up then some of

the children
Me: How were the phonics help students do their language?

Miss. Boston: The phonics will help them with their reading and their writing and it

will also help them with their speaking so if the come across a word they do not know

they can break it down, think about ways they can say it as it relates to another word

so it is quite practical for them.

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.

Diagnostic assessment is a type of pre-assessment which allows a teacher to


evaluate a student. This evaluation is based on the strengths and weaknesses of a
student. It allows teachers to detect any learning disabilities that a student may have.
The results obtained allow the teacher to make a curriculum to cater for all students. It
also allows the teacher to decide on the readings suitable for all students in a class.
Teachers can also set individual reading plans based on the results of the diagnostic
assessment. If done repeatedly, the diagnostic assessment can be used to assess the
overall performance of a student (pappas, 2015).
The interview was informative about how to do a diagnostic assessment for
students; sometimes they need to do it in writing, such as in mathematics, sometimes
do writing and talking in reading, and sometimes ask questions in English language. It
is important that do assessment in the first week of school to know the strength and
weakness to students and how it will be supported. Also, the child in the first stage of
the study needs to learn phonics because it helps them to read and write and then
speak. I can apply this diagnostic assessment for students in government school by
follow same strategies which she mentioned. It will develop process learning and get
student their understanding. I can do it sometimes individual or in groups.

Reference:

pappas, C. (2015). Diagnostic Assessment In eLearning: What eLearning

Professionals Should Know , Retrieved November 17, 2017, from

https://elearningindustry.com/diagnostic-assessment-in-elearning-what-

elearning-professionals-should-know

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