Early Assessment

The First Step in Planning

Process of Instruction

Planning

Delivery

Assessment

Early Assessment

Conditions

Students

Self

Conditions

Teacher Controlled

Classroom arrangement

Rules/Routines

Leadership/Communication

Activities

Assessment

No Teacher ControlNumber and characteristics of students

Room size and resourcesFurniture, labs, textbooks, media

Administrative policies

Support from colleagues, aids

Note the fixed-bench desks

Conditions

How shall I allocate time?Length of units, number of lessons

What activities shall I select?

How shall I link my plans to the overall curriculum

State standards

Conditions

How shall I sequence activities?

What shall be the pace of my instruction?

What assignments/homework?

How shall I assess my students’ learning?

Students

Student Characteristics

Student Characteristics

Family Counseling class in Fiji

Early Assessment of StudentsFormal AssessmentsPaper and Pencil Tests

Informal Assessments

Observation

Oral questioning

Students

“It is the person’s present knowledge that supplies the power for new knowledge to be acquired...thus the problem of learning can be stated simply: to make connections between what is to be learned...and what is already known” (Gowin, 1981)

What do my students already know?

Self

Teacher Characteristics

Knowledge of subject

Teacher Characteristics

Personality (control, humor)

Teacher Characteristics

Physical limitations (energy)

Teacher Characteristics

Personal life

Setting GoalsThe Next Step in

Planning

Educative Events

1.Year, Semester (entire

course)

2. Unit of Study (days,

weeks)

3. Day’s Lesson (one class

period)

Educative Events

Beginning(Planning)

End(Outcomes)

I N S T R U C T I O N

What should be the learning outcomes for the event?

Begin At The End

Outcomes, Targets, Objectives3 synonyms for the same concept

Begin At The End

Beginning(Planning)

End(Outcomes)

I n s t r u c t i o n(Methods)

After instruction, what should be the learning outcomes?

OBJECTIVES