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Task 1 Diagnostic Interview

The document describes a diagnostic assessment interview conducted in October and November with oral and practical assessments developed by the school management and administered by the classroom teacher individually. The assessments aimed to evaluate students' phonics knowledge, communication skills, and language skills to help the teacher identify strengths and weaknesses and plan next steps, including grouping students by ability that may change based on subject.

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133 views1 page

Task 1 Diagnostic Interview

The document describes a diagnostic assessment interview conducted in October and November with oral and practical assessments developed by the school management and administered by the classroom teacher individually. The assessments aimed to evaluate students' phonics knowledge, communication skills, and language skills to help the teacher identify strengths and weaknesses and plan next steps, including grouping students by ability that may change based on subject.

Uploaded by

api-350255036
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We take content rights seriously. If you suspect this is your content, claim it here.
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Task 1: Diagnostic Assessment Interview

Interview Questions
1. What diagnostic assessment has taken place this semester? She said yes.

2. When did this occur? October – November.

3. What types of assessments were conducted? (written, oral, practical, etc.) Oral and practical.

4. Who developed these assessments? She said that the school management developed the
assessments.

5. Who conducted the assessments? (Classroom teacher, Arabic teacher, classroom assistant, etc.)
The classroom teacher.

6. Were the assessments completed by students individually? Yes.

7. What information did you hope to get from the assessments? She said the acknowledge the
level of the student’s phonics knowledge and their communication and language skills.

8. What decisions did you make based on the assessments? She said that the diagnostic
assessments helped her in planning the next steps for each student. Also, it made her aware of
their weakness and strengths.

9. How did you group your students? (same/different academic levels, friendship groups, similar
interests, etc.) She said that the groups are made according to the students’ abilities.

10. Do the groups change for different learning subjects/topics? She said yes. She has to kinds of
groups, one is of the same academic level, and the other is different academic level.

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