Clinical Field Experience C: Pre-Assessment Data and Targeted Learning Activity

Pre-assessments establish a starting point for the teacher. The data collected from the pre-assessment drives the creation of targeted learning activities. Pre-assessment data is then compared to data collected throughout the activity to determine if students are progressing towards mastery of the learning objectives.

Allocate at least 2 hours in the field to support this field experience.

For this field experience, create a pre-assessment activity to collect data on the identified student’s performance levels related to the objectives you created with your mentor teacher in your previous field experience.

With the cooperation of your mentor teacher, implement the pre-assessment activity to identify learning needs that can be included in your targeted teaching activity. Following the pre-assessment, meet with your mentor teacher to discuss the results and refine the activity you developed in the previous field experience that could be used to support the identified student’s learning of at least one identified objective.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

In a 250-500 word summary, discuss the following:

How the results of the pre-assessment affect the revision of the targeted teaching activity.
How formative assessments of the identified student’s ongoing learning during an activity might be conducted.
How the pre-assessment and the learning objective are aligned.
How the student’s interests were considered when designing the pre-assessment and the targeted teaching activity.
How you plan to implement what you observed in your future teaching practice.

APA format is not required, but solid academic writing is expected.

RUBRIC:

– The affect the results have on the targeted teaching activity are compelling and comprehensively explained.

– Description of how formative assessments of student’s ongoing learning during the activity could be conducted is thought-provoking.

– The pre-assessment and the learning objectives are expertly aligned.

– Explanation of how the student’s interests were considered when designing the pre-assessment and the targeted teaching activity is extensive and insightful.

– Specifically and insightfully discusses how observations will be implemented in future teaching practice.

– The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

– Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.