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Interview 4

The teacher conducted diagnostic assessments at the beginning of the semester to understand students' abilities. Baseline observations were done in September to see how students play, and a phonics assessment tested letter sounds orally. The assessments helped the teacher identify students' strengths and weaknesses, and determine who needed extra support or advanced learning. Diagnostic assessments benefit both teachers and students by allowing teachers to tailor instruction to students' needs and help students improve.

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51 views

Interview 4

The teacher conducted diagnostic assessments at the beginning of the semester to understand students' abilities. Baseline observations were done in September to see how students play, and a phonics assessment tested letter sounds orally. The assessments helped the teacher identify students' strengths and weaknesses, and determine who needed extra support or advanced learning. Diagnostic assessments benefit both teachers and students by allowing teachers to tailor instruction to students' needs and help students improve.

Uploaded by

api-339917640
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Task 1: Diagnostic Assessment Interview

Part one:
Interview questions and answers:

From your point of view, what is the definition of diagnostic


assessment?

An assessment of what a child can do/knows prior to future learning taking place.

What diagnostic assessment has taken place this semester?

Baseline observations/ assessments, and phonic assessments.

When did this occur?

Baseline 1st month of the school. (sept 16) / Phonics assessment.(WB: 23-9-2016)

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


etc.)

Baseline observing the children as they play freely. / Phonics - oral testing of letter
sounds.

Who developed these assessments?

Baseline FS2 leader / Phonics letter + sounds assessment book.

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


classroom assistant, etc.)

Teacher- main observation/ testing.


Arabic teacher + classroom teacher also made notes on any behavior/ work which
stood out.

Were the assessments completed by students individually?

Yes.

What information did you hope to get from the assessments?

To know what the children like/dislike, social skills, abilities, concentration etc, and to
know what phase 2 sounds the children have learnt.

What decisions did you make based on the assessments?

Which children needed extra support, EAL support or who needed to be extended.

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


friendship groups, similar interests, etc.)

No grouping in foundation stage.

N/A

Do the groups change for different learning subjects/topics?

Do you agree that diagnostic assessment benefits both of the


teacher and the students. If yes, explain how?

Yes, it is a focus point on which to base future learning / support.

Part two:
Reflection:Today, I had the chance to do an interesting interview with my
mentor teacher, and it was about diagnostic assessment. Firstly, I
asked her to give me the meaning of diagnostic assessment from her
point of view, and her answer was an assessment of what a child can
do/knows prior to future learning taking place. There is another
definition for diagnostic assessment which says a form of preassessment that allows a teacher to determine students' individual
strengths, weaknesses, knowledge, and skills prior to instruction.
(Brummitt, n.d) From the definition, you can notice the importance of
this assessment, it gives the teacher the opportunity to plan for an
effective and meaningful instruction, that focus on what the students
need to know about, and not what they already knew about it.
Furthermore, there are two diagnostic assessments, which has taken
place this semester in my mentor class, the first one is the baseline
observation and the second is the phonic assessment. The baseline
occurred in the first month of school, the teacher observed the children
as they play freely. However, the phonics assessment occurred on
23.9.2016, and the students have an oral testing of letter sounds. In
addition, when I asked my mentor, who developed these assessments,
she said the FS2 leader developed the baseline, and the phonics were
developed by letter + sounds assessment book. Further, these
assessments were conducted by the main teacher, she observes and
test the students, also the Arabic teacher made notes on any behavior.
That showed me, how the teachers in Rak academy school are working
together to support the children. Moreover, the information that my
teacher hope to get from the assessment is to know what the children
like/dislike, social skills and their abilities, also, what phase to sounds
the children have learnt, and from her answer, I noticed that my
teacher cares about her students learning and succeed, since she did
these assessments to know what work best for the kids. Well, after you
have done the assessment, you will get the chance to make some
decisions based on the assessments, and for my teacher she was able
to know which children needed extra support, EAL support or who

needed to be extended. Finally, I believe that diagnostic assessments


can benefit both of the teacher and the students, the teacher will work
on the weaknesses area for the children, so the students will improve
their abilities and they will be better.

Reference:
Brummitt,J (n.d). What is Diagnostic Assessment? - Definition & Examples. Retrieved on on Nov 17, 2016 from
http://study.com/academy/lesson/what-is-diagnostic-assessment-definition-examples.html

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