Pre-Assessing to Differentiate

According to a number or research papers and articles, differentiation starts with pre-assessment. I couldn't agree more, as this tool identifies a number of characteristics from the students, regarding their existing knowledge, difficulties, even learning challenges they might have. 

Pre-assessments are also important due the fact that they can drive the teachers direction in that specific topic of the unit or subject, as well as to become important verification data for the post-assessment, after content is delivered and differentiation is implemented. 

Keeping the data organized in a format that you can insert more data and easily visualize the progress of your students is crucial (Gallavam, 2016), and provide grounds for us to implement all differentiation necessary for our classes, grouping students, applying different activities and bringing every student to minimal distance in knowledge (Pendergrass, 2014).

The graphic below shows how pre-assessment for differentiation can be used and implemented:

As I use this strategy, let's say that during my student's assessment there were 3 distinct groups identified. Here are examples of differentiated activities for my students:

Group 1 - 9 or 10 correct answers out of 10 questions; This group would receive a more challenging activity, covering the current topic being studied (e.g. Introduction to Excel, but adding the concept of formulas).

Group 2 - 6 to 8 correct answers out of 10 questions; This group would receive an extra time to execute the original activity described (e.g. Intro to excel, with cells concept, number formatting) and a glimpse of what is coming next, to keep their interest high.  

Group 3 - 5 or less correct answers out of 10 questions; This group would start with a fresh explanation on the concepts above, and the exercises would be executed in the I do, we do you do together, you o alone strategy. These students would be given more time as well, but if not enough, a homework or after school assignment will be given. 

At the end of the class, the same exit ticket on this topic will be given to all, and results will be compared and will serve as basis for the next class. This way I would see the progress and apply more resources and time to those in need, without leaving anyone behind. 

The main goal as always, is to keep the difference of knowledge and achievement among the students to the minimum, keep their interest to the subject high as well as their confidence and self esteem.