Professional Documents
Culture Documents
Interview
Questions
Example
1.
What
diagnostic
assessment
has
taken
place
this
semester?
2. When
did
this
occur?
3.
What
types
of
assessments
were
conducted?
(written,
oral,
practical,
etc.)
4. Who
developed
these
assessments?
5. Who
conducted
the
assessments?
(Classroom
teacher,
Arabic
teacher,
classroom
assistant,
etc.)
6.
Were
the
assessments
completed
by
students
individually?
7. What
information
did
you
hope
to
get
from
the
assessments?
8.
What
decisions
did
you
make
based
on
the
assessments?
9. How
did
you
group
your
students?
(same/different
academic
levels,
friendship
groups,
similar
interests,
etc.)
10.
Do
the
groups
change
for
different
learning
subjects/topics?
At
the
beginning
of
each
unit
we
conduct
a
pre-‐assessment
related
to
the
unit
this
displays
the
knowledge
children
have
regarding
the
unit.
A
summative
assessment
is
conducted
at
the
end
of
the
6-‐week
block
to
assess
the
knowledge
the
children
have
acquired.
We
use
the
EYFS
document
to
guide
our
planning.
Each
week
we
select
3
objectives
for
each
area
as
a
focus.
The
3
objectives
for
each
area
are
for
the
differentiation
low,
medium
and
high
ability.
We
use
the
objectives
in
a
checklist
and
during
teacher
led
activities
when
the
children
are
engaged.
We
also
use
baseline
assessments;
these
are
ongoing
and
focus
on
the
prime
areas,
PSED,
CL,
PD
of
the
EYFS
document.
We
are
now
undertaking
observations
and
using
tapestry
which
is
an
online
children’s
portfolio
linked
to
EYFS
objectives.
The
purpose
of
all
the
assessments
is
to
gain
a
deeper
understanding
of
the
children’s
developmental
progress,
areas
of
strength
and
areas
that
require
further
development.
The whole cohort of children in Kg2 is grouped for two lessons in the week for literacy.