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Pre-assessments and teaching

Kujutis
Background I'm teaching G1 and thus far we have learned nouns and verbs, and we just started learning about adjectives. Nouns and (action) verbs have been covered thoroughly and reviewed in every second class. Based on recent formative assessments, virtually all students understand their use and how to differentiate them. Framework G1t comes with its own limitations and challenges. Any pre-assessment that requires writing is pretty much out immediately as any writing assignments take too long compared to the benefits they offer. As I've stated previously, with any writing assignment we have some slower students that require up to two minutes just to write their name, class and date. Any pre-assessment that relies on reading is also of limited use since quite a few of my students can only read at level C (Lexile BR40L~160L) so that would lead to either many students asking for clarifications on a number of words, or going through the assessment sentence by sentence and tra
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Rubric and feedback loop for PBL

  PBL proposal on plastic waste in China for G1 The proposal includes a formative assessment at the end of every lesson and a summative assessment according to the rubric. Most of the project is conducted using IT (pads, cell phones) which significantly simplifies collection of data. I decided to use ClassDojo for collecting data on classroom participation as it allows data to be collected on individual students as well as groups. Feedback can be arranged after class or at the beginning of the next lesson. As this would the first project of significant depth and length for my students a major aim/learning objective would be for the students to actually finish the project in a way where there would be a presentable portion (poster) or a deliverable of some kind (PPT). As PBL differs so significantly from typical learning in a Chinese school , be it public or private, (with open-ended questions, no rote memorization and a lot of collaboration a significant adjustment is expected from
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Assessing assessed assessments

Kujutis
Feedback. Funny story - I'm doing this assignment a few hours after the deadline and I still haven't seen a single feedback, much less one specifically about my assessments. This leaves me no choice but to (at least for now) rely on my excellent research and experience providing said assessments. Collecting data In my 3rd assessment, I decided to use Plickers platform - a perfect choice in hindsight. Most of these kinds of assessment platforms (including Plickers) provide a built-in function of collecting data - not only general x out of y correct variety but also specifically which words/questions did a specific student get right or wrong. For all the other assessments I have used excel tables that list the date and content of the assessment and which parts the student had issues with generally. I have found over the years that this kind of records provide an excellent overview over time on all the students individually as well as a group on how they have progressed a
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