EPC 2903 Teaching Practice Booklet

Example Interview Questions

1. What diagnostic assessment has taken place this semester?
We have taken PM benchmarking assessments to assess the students reading level in
decoding and reading skills as well comprehension. The students did a writing sample at
the beginning of the term for narrative, then a narrative assessment after teaching the
genre to see distance traveled.

2. When did this occur?

PM benchmarking occurs at the end of each term to see improvement in their reading
and comprehension skills. We keep the data from year to year to track their process and
to highlight any areas of concern.

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

The narrative assessment was written, they were given a prompt to write about and an
ending checklist, the rest was independent writing to apply what they had learnt during
the term. The PM benchmark lest conducted verbally one on one with the student and
the teacher.

4. Who developed these assessments?

The narrative assessment is created as part of the unit and created as part of the team
but with differentiate according to the abilities of our student and the support or
extension that they need. Th PM benchmark is a kit program bought by the school wide.

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

assistant, etc.)
The classroom teacher conducts the assessment. We either prepare all the material and
explain the student what is required or expected from them. We also do the one on one
reading test with them.

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EPC 2903 Teaching Practice Booklet

Example Interview Questions

6- Were the assessments completed by students individually?
Each of the student complete the assessments independently unless a teacher needs
to step in and support, so the student is not set up to fail.

7- What information did you hope to get from the assessments?

By using these assessments, we can see the areas the students have improved in and
can see areas in reading and writing which they are having difficulty with so we can
focus on these areas in the future. We also track their data and their improvements
to ensure that the units are at level but also supporting those who need it and
challenging those who need extension

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

From these assessments we are able to focus on areas that need further teaching and
what we can build on top of because they have achieved that skills.

9- How did you group your students? (same/different academic levels, friendship
groups, similar interests, etc.)
Students are grouped with students of similar ability for reading. In writing, I will
often group student together who can support each other, for example, students
who need support will be grouped with a student who is strong in that area.

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

The groups will regularly change depending on learning intention and success criteria
and who I know the students will work best with.