Getting Started

Pre-assessments allow teachers to determine what their students know and are able to do before starting into a new skill, lesson/unit.  Based on the level of the students' understanding, teachers are then able to make the best adjustments to their teaching, so that they are better able to target their students' needs.

Pre-assessments can take many forms and test different features of a skill set.

A teacher can create an online quiz with Quizlet or Kahoot to that test students' knowledge of information.  Below are screenshots of the Kahoot problem sample set.  Questions are multiple choice, with students given 2-4 answer choices to pick between.

Although it might be "old school" in the 21st Century classroom, paper and pencil still provide a valuable asset.  While  tech options are able to enhance and add to a lesson, don't overlook traditional testing options when assessing math.  Paper and pencil allow teachers to further assess what students can do and where they are misunderstanding the math process.  Paper and pencil also allow students to draw out explanations and manipulate arrays and pictures.

Once the teacher has conducted the pre-assessment, they can then use the information to differentiate their classroom instruction to ensure every child is learning the standard at their potential.

For example:

After the pre-assessment, the teacher learns that the students' abilities breakdown as follows:

• 5 students who answered most, including the most difficult, of the pre-assessment questions correctly
• 12 students who have some knowledge about the topics as shown in their score, but need to develop higher order thinking skills
• 5 students who appear to have limited knowledge about the topic

Using this information, the teacher is then be able to devise strategies and tracking assessments that they can use throughout the lesson/unit.

Innovative differentiated strategies:

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Students are allowed to work independently on a computer designed program that extends their knowledge and challenges their skills.  The computer program incorporates multiple learning strategies (i.e. problem sets, word problems, games, etc) that keep the student interested and engaged. Once the student has completed the program or time has ended they will be able to save their work to return to it later or for the teacher to evaluate it.

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Peer work allows students to work on developing their skills by having them talk through their understanding of the skill and to work through misconceptions that they might have. 

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Additionally teaching time.  Hands on teaching with teaching aides. Simplified instructions with the possibility to eliminated elements of the standard (sub-skills) that do not necessarily header the students understanding of the lesson.

Tracking assessments:

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Ask students to complete and solve more complex/difficult questions will challenge the student and allow the teacher to determine the level of their understanding. 

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Ask students to complete problem sets that meet all requirements of the standard, with a slight range in difficulty to push the child's thinking and ability within a comfortable range for them. 

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Have students answers questions that uses simple numbers, single digits that allow the students to show they understand the skill, but does not push them too far past their ability.

Additionally strategies and assessments are mentioned on the mindmap, but hundreds of other options also exist.  It's all about finding what works for your students and doing your best to help them achieve and excel.

Pre-assessments:

https://quizlet.com/93794837/3rd-grade-math-flash-cards/

https://play.kahoot.it/#/k/80b1f391-eaa9-484f-86d5-d281afb9693b

http://staunton.k12.va.us/cms/lib03/VA01000591/Centricity/Domain/15/3rd%20Grade%20curriculum%20map%202012-2013%20quarter2.pdf

Mindmap:
https://www.lucidchart.com/invitations/accept/f861f5db-1eec-4d91-84ef-5b47ab3321ca

References:

Challenge Your Top Students. (2015). Retrieved September 23, 2015.

Gersten, R. (2009, April 1). Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. Retrieved September 23, 2015.
Lauber, S. (2014, October 21). Differentiation Strategies: Teaching Grade-Level Content to ALL Students. Retrieved September 23, 2015.