Pre-Assessment Data and Targeted Learning Activity
Order ID: 89JHGSJE83839 Style: APA/MLA/Harvard/Chicago Pages: 5-10 Instructions:
School:Davis Early Learning Center
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 students 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 students 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 students ongoing learning during an activity might be conducted.
How the pre-assessment and the learning objective are aligned.
How the students 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.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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Pre-Assessment Data and Targeted Learning Activity