Task 1

CLO 5: Describe diagnostic assessment and apply to identify students’ levels; distinguish and apply
different types of grading

In second week in school I did interview with my teacher in free time in the classroom. The question that
I ask the teacher 10 questions and also I add two more question so all it 12 questions. The teacher
answers me and I type the answer in the computer. I was surprised that the teacher tells me in question
9 about Vygotsky.

1. What diagnostic assessment has taken place this semester?

Diagnostics testing for establishing baselines and grouping students in abilities was carried out in
the 2nd week of term 1.

Further diagnostic testing takes place once a topic has been completed and on a continuous basis
to establish what students know and where they are and where they need to go next.

In summary:

a. Baseline assessments

b. Reading assessments

c. Writing assessments

d. End of topic assessment

e. Ongoing lesson assessments

2. When did this occur?

The fifteen minutes individual observation we did them in the first two weeks of term 1
and Daily and weekly. And the letter sounds assessment we did it at the start of the year
to see if the children doesn’t have any knowledge and we did it last week to assess them
again.
 3. What types of assessments were conducted? (written, oral, practical, etc.)
The fifteen minutes individual observations they were written. The two simple
photographing and written and the letter sounds we got format that we follow sounds on and
then we just circle the sounds that the students got and also we have got a booklet that has
blending on it and we just follow the booklet.

4. Who developed these assessments?

MOE and classroom teachers

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

assistant, etc.)
Classroom teacher always conducts the assessments so that the children feel
comfortable.

6. Were the assessments completed by students individually?

MOE test and teacher test was conducted individually and collectively.

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

Hopefully, I can see where the children are. And where they up going. So that I can plan
my lessons effectively. Also the information that MOE requires to complete the outcomes
in English and Science which include: Writing level, reading level, speaking and
listening, ability to successfully complete practical tests

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

It includes in planning, so if I done the planning then we do assessment it might change

the planning to go what assessment show me and if the children are ready to do that
area or maybe they are good at something, so all the planning is around the children
assessment by grouping, next steps, retouching.

9. How did you group your students? (same/different academic levels, friendship groups,
similar interests, etc.)
I vary the groups. I use ability groups for writing and reading. I use mixed ability for
other tasks.

I utilize Vygotsky’s “more knowledgeable other” or the Lancaster Method which

promotes a monitorial method.
 10. Do the groups change for different learning subjects/topics?
Yes. My seating arrangements are not fixed. Sometimes seating is not based on academic
levels but on behavioral expectations.

11. What the purpose of that diagnostic assessment?

- To diagnose aspects of a language that a student need to develop.

- Students knowledge and skills.

12- Do you show the scores to the students and parents?

I always tell the students how they did; children have to be a part of their own learning plan. I
also tell the parents so that they can work with their child at home if they need to.
After the Task - Reflection
Reflect on the interview and the information gained about diagnostic assessment from your
MST.Consider how/why you would implement diagnostic assessment in a UAE primary
classroom in the future. Explain how this practice will affect student learning in a primary class.

Diagnostic assessment is one of the ways that teachers using it know students abilities, level and their
knowledge. So In this task I am going to do an interview with Miss Fawzia about her diagnostic
assessment that she used with the students in the class. And I will ask her twelve questions that related
to her way of using diagnostic assessment with her students.

Firstly, I choose the day and right time for the teacher to do the interview. I stated my question
with what she define the diagnostic assessment, and she answered that Diagnostics testing for
establishing baselines and grouping students in abilities was carried out in the 2nd week of term
1. And it helps her to develop children level in their abilities and knowledge also develop
children what steps she/he needed to do with the learning next time. I liked how she defined
diagnostic assessment because that’s shows me how she wants to have different abilities and
level for each child in the class.

Secondly. I asked her about how can she use diagnostic assessment in the class and I understand that in
first weeks she did fifteen minutes observations while they are written and letter sounds and how they
get involved in the activities. Also she writes comments foe each students for what she need to focused
on for the students to do it for next time. For example, they abilities of understanding and skills.
According to Kelli “allows a teacher to determine students' individual strengths, weaknesses,
knowledge, and skills” (Dunn, 2009).

Also she used I Pad to take photo for each student while doing diagnostic assessment and put it in class
dojo to share with parents.

However, in primary class students learn to write their name, and can pronounce the letter in grade
one. So I would try with students in government school I would spend more time because it will be first
time to use the diagnostic assessment with them. Actually, I need to use the diagnostic assessment with
them in both individual and group work because it will develop me how should I judge if the students
need more effort in pronouncing reading and writing. According to Johnson “Group work can be an
effective method to motivate students” (Johnson, 2006). Also group work will help students to learn and
help each other so they will enjoy group work.
Bibliography
Dunn, K. P. (2009). Chron. Retrieved october 23, 2018, from What Is a Diagnostic Assessment:
https://work.chron.com/diagnostic-assessment-4165.html

Johnson. (2006). Center for teaching . Retrieved october 23, 2018, from Implementing Group Work in
the Classroom: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-
tips/alternatives-lecturing/group-work/implementing-group-work-classroom