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    The document discusses diagnostic assessments conducted in a classroom. It notes that baseline tests were administered during the first week of school and included written, oral, and practical assessments developed by teachers in various subjects. The assessments were carried out with whole class and aimed to determine students' levels. The results informed ability grouping and future planning. Groups changed for different subjects, and final assessments would measure student progress.

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    Task 1

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    api-339115602
    39 views2 pages
    The document discusses diagnostic assessments conducted in a classroom. It notes that baseline tests were administered during the first week of school and included written, oral, and practical assessments developed by teachers in various subjects. The assessments were carried out with whole class and aimed to determine students' levels. The results informed ability grouping and future planning. Groups changed for different subjects, and final assessments would measure student progress.

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    The document discusses diagnostic assessments conducted in a classroom. It notes that baseline tests were administered during the first week of school and included written, oral, and practical assessments developed by teachers in various subjects. The assessments were carried out with whole class and aimed to determine students' levels. The results informed ability grouping and future planning. Groups changed for different subjects, and final assessments would measure student progress.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    39 views2 pages

    Task 1

    Uploaded by

    api-339115602
    The document discusses diagnostic assessments conducted in a classroom. It notes that baseline tests were administered during the first week of school and included written, oral, and practical assessments developed by teachers in various subjects. The assessments were carried out with whole class and aimed to determine students' levels. The results informed ability grouping and future planning. Groups changed for different subjects, and final assessments would measure student progress.

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    Task

     1:  Diagnostic  Assessment  Interview  


     
    •   For  this  task,  you  will  need  to  arrange  to  interview  your  MST  at  a  time  convenient  to  her.    
     

    1.   What  diagnostic  assessment  has  taken  place  this  semester?  Base  line  tests.    
     
    2.   When  did  this  occur?  First  week  of  school.    
     
    3.   What  types  of  assessments  were  conducted?  (written,  oral,  practical,  etc.)  
    Written  assessment  (Numeracy)  (Literacy,  writing,  science,  and  
    humanities).  Oral  for  reading.  
     
    4.   Who  developed  these  assessments?  Teachers  develop  the  assessments.    
     

             5.        How  the  diagnostic  assessment  was  carried  out?  Carried  out  as  a  whole  
    class.  
                                           6.        What  the  purpose  of  that  diagnostic  assessment  was/is?  To  find  out  what                  
    level  is  the  student  in.    
     

    7.   Who  conducted  the  assessments?  (classroom  teacher,  Arabic  teacher,  classroom  


    assistant,  etc.)  Classroom  teacher.    
     
    8.   Were  the  assessments  completed  by  students  individually?  Yes,  they  were.    
     

    9.   What  information  did  you  hope  to  get  from  the  assessments?  To  find  how  
    much  progress  the  student  made  across  the  term.    
     
    10.    What  decisions  did  you  make  based  on  the  assessments?  Helps  to  organize  
    ability  groups,  informs  future  planning,  and  informs  who  needs  
    support  and  where  the  children  have  any  gaps.    
     
     
     
    11.    How  did  you  group  your  students?  (same/different  academic  levels,  friendship  
    groups,  similar  interests,  etc.)  Ability  levels.  But  same  assessments.    
     

     
    12.    Do  the  groups  change  for  different  learning  subjects/topics?  Yes,  groups  
    change  for  different  learning  subjects/topics.  
     

    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.    
     

    As  I  reflected  on  the  interview  and  saw  the  information  gained  about  the  
    diagnostic  assessment  from  my  MST,  I  would  implement  the  diagnostic  
    assessment  in  a  UAE  primary  classroom  in  the  future  by  developing  the  
    assessment  in  the  beginning  of  the  first  term  of  the  year  to  have  an  idea  about  
    each  student’s  ability  and  how  each  student  needs  support.  In  addition,  I  will  
    implement  the  assessment  again  in  the  last  semester  to  see  how  the  students  
    progressed  within  the  terms  and  give  support  to  those  who  have  any  gaps.  This  
    practice  will  affect  student  learning  in  a  primary  classroom  by  supporting  the  
    student’s  learning  and  determining  whether  or  not  the  goals  of  education  are  
    being  met.    
     

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