Pre-Assessment for Differentiation
Grade Level: 8
Course: Religious Studies
Topic: Jesus' teachings from the "Sermon on the Mount"
Pre-Assessment Type:
Multiple choice quiz - Do students know the famous teachings from Jesus? Do they understand what Jesus meant? 20 questions to check for understanding.
Pre-Assessment Content:
The 10min quiz will cover ask multiple choice questions trying to see if students know how the famous phrases end. For example, "Where your ________ there your heart will also be." These basic content questions will allow me to see how familiar the students are with the statements. Do they know the phrases but don't understand what they mean? Do they not no the teachings or the meaning behind them? The students will switch with a neighbor and grade each others as I call out the answers and write a score out of 20 on the top of the paper. Once I collect the quizzes I will have all the students watch a 5min video explaining the major theme of Jesus' teaching. While they are watching I will sort through the assessment and use it to place in the three groups as shown below:
https://www.lucidchart.com/invitations/accept/28f37107-4101-48fe-98c9-d574f5822e30
Students with higher mastery:
The 5 students that scored an 80% or above need to be pushed further than the basic content of the teachings. They will play a series of quizlet games on their own and then will complete an article reading giving more historical background and in depth teaching about the meaning and context of Jesus' teachings. The article is a graduate level article and will require them to look up difficult words and expose them to more complex thoughts and comparisons outside the immediate text. They will then retake the assessment in hopes to score a 100%.
Students with some knowledge:
These 12 students are familiar with the text but confusing some of the statements and also not fully understanding the meaning and scored a 50-70%. Because of this, they will be asked to read the 3 chapters again, take notes on key words, and then take the quizlet to check for understanding. The hope is that these students will then score above 80 or 90%.
Students with limited to no knowledge:
These 5 students have little to no knowledge of this topic and are in need of direct instruction and help. They will be asked to read the passage with me as the teacher sitting with them. They will ask questions as we read along together. I will provide them with a handout with an outline for them to take notes as we read. They will also take the quizlet flashcards at the end to check for understanding before taking the assessment again.
Ways of tracking:
Because the pre-assessment is a quiz, this formative grade can be recorded and posted in our school system called PowerLearning. The students also write down their own score in their personal "Unit guide" where I ask them to write down their own scores and their own ideas on how they can improve or what areas they struggled with. The quizlet feedback is individual and direct feedback to the students as they do the games or the flashcards. Because the students are at an old enough age, they are encouraged to track their own results to these type of formative quizzes so they can set individual goals for improvement. The pre-assessment and follow up assessment is where record in the grade book.
ELL students will be given more time to take the quiz and will also be provided a quiz that offers more explanation to the statements for words or phrases that are difficult. They can always ask me questions during the quiz, just like any other student if they are confused. All students have a computer and have direct access to the internet to look up any words they don't know on their own while they are reading or doing the quizlet during the differentiated instruction time. SNS students with special needs likewise have access to these resources as well as extended time on the quiz. Because my students tend to have ADHD and need support in this area, I can provide ways for them to stay focused such as preferential seating, fidget devices, or allow them to take breaks during the differentiated support time.
Course: Religious Studies
Topic: Jesus' teachings from the "Sermon on the Mount"
Pre-Assessment Type:
Multiple choice quiz - Do students know the famous teachings from Jesus? Do they understand what Jesus meant? 20 questions to check for understanding.
Pre-Assessment Content:
The 10min quiz will cover ask multiple choice questions trying to see if students know how the famous phrases end. For example, "Where your ________ there your heart will also be." These basic content questions will allow me to see how familiar the students are with the statements. Do they know the phrases but don't understand what they mean? Do they not no the teachings or the meaning behind them? The students will switch with a neighbor and grade each others as I call out the answers and write a score out of 20 on the top of the paper. Once I collect the quizzes I will have all the students watch a 5min video explaining the major theme of Jesus' teaching. While they are watching I will sort through the assessment and use it to place in the three groups as shown below:
https://www.lucidchart.com/invitations/accept/28f37107-4101-48fe-98c9-d574f5822e30
Students with higher mastery:
The 5 students that scored an 80% or above need to be pushed further than the basic content of the teachings. They will play a series of quizlet games on their own and then will complete an article reading giving more historical background and in depth teaching about the meaning and context of Jesus' teachings. The article is a graduate level article and will require them to look up difficult words and expose them to more complex thoughts and comparisons outside the immediate text. They will then retake the assessment in hopes to score a 100%.
Students with some knowledge:
These 12 students are familiar with the text but confusing some of the statements and also not fully understanding the meaning and scored a 50-70%. Because of this, they will be asked to read the 3 chapters again, take notes on key words, and then take the quizlet to check for understanding. The hope is that these students will then score above 80 or 90%.
Students with limited to no knowledge:
These 5 students have little to no knowledge of this topic and are in need of direct instruction and help. They will be asked to read the passage with me as the teacher sitting with them. They will ask questions as we read along together. I will provide them with a handout with an outline for them to take notes as we read. They will also take the quizlet flashcards at the end to check for understanding before taking the assessment again.
Ways of tracking:
Because the pre-assessment is a quiz, this formative grade can be recorded and posted in our school system called PowerLearning. The students also write down their own score in their personal "Unit guide" where I ask them to write down their own scores and their own ideas on how they can improve or what areas they struggled with. The quizlet feedback is individual and direct feedback to the students as they do the games or the flashcards. Because the students are at an old enough age, they are encouraged to track their own results to these type of formative quizzes so they can set individual goals for improvement. The pre-assessment and follow up assessment is where record in the grade book.
ELL students will be given more time to take the quiz and will also be provided a quiz that offers more explanation to the statements for words or phrases that are difficult. They can always ask me questions during the quiz, just like any other student if they are confused. All students have a computer and have direct access to the internet to look up any words they don't know on their own while they are reading or doing the quizlet during the differentiated instruction time. SNS students with special needs likewise have access to these resources as well as extended time on the quiz. Because my students tend to have ADHD and need support in this area, I can provide ways for them to stay focused such as preferential seating, fidget devices, or allow them to take breaks during the differentiated support time.
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