The 9th-grade level is selected for the analysis and discussion. The class might consist of teenagers aged 14 or 15 years at the peak of puberty. The demographic characteristics might be completely different, meaning that males and females belonging to various cultural and social groups can study in the class.
For this reason, it is vital to plan instruction regarding children’s peculiarities and their needs. It also means that assessment acquires the top priority as the way to collect the needed information and ensure the most appropriate methods are used.
First of all, screening tools should be used to determine the current level of skills and knowledge. This information is fundamental for planning future interventions and ensuring positive outcomes are achieved. Applying curriculum-based measures, an educator might collect data about students’ peculiarities, academic successes, and most relevant barriers.
At the same time, the personal characteristics of learners might also be investigated to ensure a positive atmosphere will be established as a result of the planned intervention and instruction. In such a way, assessment screening is required to plan instruction using current data about learners’ understanding levels.
Formative assessment can be one of the tools used to collect the data outlined above. It is a planned process aimed at improving students’ understanding and learning outcomes by analyzing individuals’ knowledge.
For instance, in-class discussions can be a potent formative assessment tool used by a teacher to communicate with learners and monitor their progress. Correct and wrong answers will show both strengths and weaknesses that should be addressed. It will also help to cultivate trust relations between a learner and a teacher and establish necessary relations.
Summative assessment is another method that can be used to improve planning. It is the process of evaluating students’ achievements by comparing them against standardized benchmarks or milestones. For instance, an instructor-created exam considering the current level of knowledge might be used at the end of instruction.
First, it will provide relevant and credible information about students’ understanding levels and their readiness to continue following the outlined plan. Second, using summative assessment, it is possible to outline the most problematic areas and plan new activities.
In such a way, both formative and summative assessments are critical for planning. They help to collect feedback about the offered educational activities and introduce necessary changes.
Poor results might indicate the need for reorganization and reconsideration of the employed approach and the necessity to introduce new teaching and instruction methods. Working with a new class, it becomes critical to collect data linked to students’ knowledge and personal issues to ensure they are motivated and ready to engage in the process. For this reason, assessment and screening acquire the top priority.