As educators we all know, or have been told by the experts, that we need to pre assess our students in order to plan for relevant and meaningful instructional learning activities.
I would like to share a personal story that has truly deepened my understanding and respect for the value and need of the pre assessment process.
My 10-year-old daughter, at the time, had a natural love of the water. She loved and still loves to swim and could be in the water all day long if she was given the opportunity. Unfortunately her excitement and love of swimming was crushed when she participated in an aquatics program that put her through a final high stakes testing process.
The program was a two-week session. On the last day of classes students are tested on all of the skills that are required in order to pass the level and receive the badge, which is their ticket to move on. Students are placed in appropriate levels according to their age.
We were registered and ready to attend the first class. My daughter was so excited to be back in the water and everything was going well. She appeared to be one of the strongest swimmers in her class. She was almost a “natural” when it came to doing any of the activities. She could hold her face in the water, blow the bubbles, swim the length of the pool, was fine in the deep end, had an amazing backstroke, but was having a bit of trouble with maintaining her front crawl. As a result of minor issues with the front crawl, when it came time for the last day of testing, she was told that she “failed” and would need to repeat the level. As concerned parents we signed her up for the next available session, only this time we put her in a more intense program, which was 1.5 hours per day for 5 days. She was very happy, excited and really wanted to work hard in order to be successful the second time around. The week progressed without a hitch. Feedback from the instructor was always positive so we believed that all things would work out at the end of this session…
The last day came, my daughter was all geared up for the testing…and low and behold the result…she failed! My daughter could not believe the outcome of this session. She was so discouraged and unhappy she told us that she would never swim again! Coming from a young girl that LOVED to swim this was very concerning. We spoke to the instructor about what was wrong, what was missing and it was the same issue from the first time around…it was her front crawl.
My daughter seemed to be stuck in a level and couldn’t get out. The interesting thing is that by retaking the level the same program was being delivered. Nothing was being done to address her swimming needs. She still could hold her face in the water, swim the length of the pool, was great in the deep end, and maintained her amazing backstroke. So, what was wrong, what was missing?
A considerable amount of time was spent on things that she could already do very well and little emphasis was placed on the areas where my daughter needed support. If the instructional process and learning outcomes did not change then how could she get better? As a result of not differentiated and adapting the instruction she was unable to achieve success. Not only did she fail the level a second time even more sadly she was discouraged and deflated enough that she refused to try again.
Her words, “what’s the point mom, they are not going to help me with what I need to do to get better, so I quit” No parent wants to hear a child with such excitement and passion decide to quit something just because the program or system can not make it work.
What do you do next? With a considerable amount of persuasion, she agreed to try out a different aquatics program. We were introduced to:
“…a dynamic aquatic program in which participants learn how to swim better, faster. It promotes participation, fun and success in the water. It is the only program that lets children learn at their own rate, with rewards at every step of the way. Children are grouped according to their skill level…”
Wow, children can learn at their own rate…there is no such thing as failing....what a refreshing idea…
On the first day of classes, all of the instructors are out on deck so that all of the children can be assessed to find out what the students already know. The instructors collaborate and make recommendations for each student based on their initial observations. On the second visit students come back to find their assigned instructor and group. Students are arranged into groups based on their abilities…not their age. For the next two weeks each student actively works on his or her own areas of focus. The program is established on a continuum of swimming skills. Each child receives a poster chart with 45 or so numbers on it representing all of the skills that one needs to accomplish in order to be considered an accomplished swimmer. Once a skill has been observed consistently the student receives a sticker to place over then number as a sign of having accomplished that skill. There is an interim progress report providing descriptive feedback on the areas that they are doing well and areas that require some focus. Children can “earn” stickers at the interim progress report as well as at the end. It is an ongoing assessment process that the children anxiously anticipate. They love to know what “stickers” they have earned as well as what needs to be done to improve. At NO time is a student told that they failed and need to reapeat….all students are provided with the opportunity to grow and improve from their own place of learning.
This is a very focused instructional program and the focus is on student needs. The instruction is very deliberate and purposeful in order to move students forward on their continuum of learning. It is a student centered learning environment.
This experience forced me to reflect on my own processes for the instructional decisions I was making for my students. It made so much sense….it was an aha moment…if I am not aware of where my students are at, if I don’t know what they are coming with, then how can I plan the most effective and purposeful learning activities? It was so simple… I need to pre-assess all of my students so that I can plan and provide the most meaningful instruction. If I want to meet the needs of my students then I must know my students’ areas of strength and focus. My daughter was wasting time blowing bubbles under water and doing the back stroke and was not focusing on the areas where the work needed to be done….no wonder she couldn’t achieve success.
I invite you to consider my personal story the next time you are in a conversation about the value and purpose for pre assessments, differentiation and meeting the learning needs of all students.
Thoughts, comments, feedback are always welcomed. Thankyou
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