Vous êtes sur la page 1sur 3

Saadiya

Rashid
Grade 3A
March 20,
2017

Interview Questions
1. What diagnostic assessment has taken place this semester?
Diagnostic tests that occurred this year are MAP, CAT4, phonic awareness
test, spelling inventory and RAZ kids.

2. When did this occur?


All diagnostic tests occur in the beginning of the year. Tests such as MAP
testing occur in the beginning of each term.

3. What types of assessments were conducted? (written, oral, practical,


etc.)
We conduct all types of assessment; both formative and summative and
they take place orally, verbally and in written from.

4. Who developed these assessments?


All our assessments come from the assessment guides provided in the
core curriculum teachers manual.

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


classroom assistant, etc.)
The subject teacher conducts the assessment.

6. Were the assessments completed by students individually?

Assessments such as quizzes and tests are done individually whereas


formative assessment is done in group form or with partners in pairs.
7. What information did you hope to get from the assessments?

I am hoping to gain insight into students level of understanding of main


objectives/ideas. I also look for common mistakes that a majority of students
make in order for me to clear their problem areas.

8. What decisions did you make based on the assessments?


I revisit my lesson plans and attend to students needs based on the
common mistakes made by them that serves as a marker. Extra academic
support and special attention may be needed for some students who may
be struggling especially in basic concepts such as addition and
subtraction or phonics and grammar or inquiry skills.

9. How did you group your students? (same/different academic levels,


friendship groups, similar interests, etc.)
It is school policy that all classroom seating setup be done in groups. I
choose to group my students and have them seated in a mixed ability
group so that high ability students are encouraged to help struggling
students. Students seating arrangements are also changed depending on
the kind of activity required. Whenever differentiation activities are to be
conducted, I sit my students down according to their academic level to
allow for more focused teaching and support. To avoid disturbances or
distractions, students who are extra chatty or restless are not permitted
to sit together.

10. Do the groups change for different learning subjects/topics?


Yes, please refer to answer number 9.
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.

According to my MST interview that I did it with her about the diagnostic
assessment. I figured out that the diagnostic assessments is important for
the student and for the teacher too, because the assessment will help out
the teacher in selecting or knowing the right level of the student and how
to deal with him/her. And for the student because the activities that they
will have in the class will fit his abilities so he/she will not face any
difficulty. And according to ASCS they do an exam for the students to test
their abilities to differentiate between their activities, and I quote from my
MST answers in the interview questions in question number (1)
Diagnostic tests that occurred this year are MAP, CAT4, phonic
awareness test, spelling inventory and RAZ kids. And thats explains
that the school gives the students an exam to know their levels in
learning. This is very helpful in the primary schools in UAE so the teacher
knows how to deal with each student and also for the students to avoid
difficulty in any activity.