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Pre-teach before Assessment

Teachers Pre-teach before Assessment

Pre-teach before Assessment

For whatever reason or reasons, some children who learned how to ride a bike last summer may have forgotten how to ride by the first day of spring. A wise parent would not  strap back on the training wheels, or worse yet, take out the old balance bike (no pedals). Instead, the parent would do a quick review with her child about what the child had already learned, hold the bike’s handle bars for a quick confidence-builder (I prefer holding the child’s collar… my free tip :), and get the child re-acclimated with intense, quick practice. Somehow prior knowledge, muscle memory, or something kicks in, and most kids are riding their bikes just as well as they did last summer by the end of the day.

The Forgetting Problem

Call it what you wish: summer brain-drain, poor retention, a learning disability, problem with learning styles, developmental delay, or lack of motivation or practice… some students just seem to forget what they have learned before.

The Solution

Quick re-teach. Connecting to students’ prior knowledge can short-circuit the forgetting cycle and produce more reliable assessment results. Before leaping into a battery of diagnostic assessments, it makes sense to pre-teach before we assess. If teachers plan on using assessment-based instruction (a good thing!), the assessment data must be externally valid, that is reliable.

I often share my maxim regarding the efficacy of well-designed assessments: “If they know it, they will show it; if they don’t, they won’t.” However, the caveat is that students may actually know the content, concepts, or skills, but not be able to retrieve that knowledge on assessments.

Good assessments catch students at their best. That’s why it makes sense to pre-teach before teachers assess to help students retrieve prior knowledge and get the assessment results that will help us design efficient instruction.

When we don’t catch students at their best, we get inaccurate assessment data. Teachers who assign assessment-based individualized (or differentiated) instruction often wind up methodically re-teaching what individual students have already learned. Students can’t move ahead, because they are constantly rehearsing what is behind. Or teachers look at class data and sigh, “I have to re-teach everything to this class from start to finish. They don’t know anything. What was Ms. McGuire teaching last year, anyways?”

Despite decades of research studies which demonstrate the effectiveness of pre-teaching students with instructional deficits prior to intensive instruction, little has been examined regarding the effects of pre-teaching upon assessment results.

Intuitively, the popularity of test prep classes for the SAT, ACT, GRE, LSAT, and MCAT would suggest a positive impact of pre-teaching on high-stakes test scores. Or the often-repeated admonition, “Don’t teach to the test” (except the month before the test administration or all-year if your salary is test-score-incentivized).

A cautionary note: Pre-teaching before assessment should be hurried instruction. Don’t set out the yellow cones and require a week’s worth of drill and review before you let your kids ride their bikes on their own (even if they fall once or twice). Quick and intensive review will produce the most accurate assessment results.

The writer of this article, Mark Pennington, is an M.A. reading specialist and author of Phonics Boot Camp | Phonics Review Unit (a slice of the

Phonics Review Unite

Phonics Boot Camp

comprehensive Teaching Reading Strategies reading intervention program.

This three-week phonics boot camp proves a worthwhile expenditure of class time in third and fourth grades. The intensive phonics review also works at the beginning of a reading intervention class to weed out those students who need only the quick review and not a half or full-year class. The quick re-teach is a perfect fit for short elective classes or as a summer school session. Special education and English-language development teachers find this program helpful. In addition to the instructional resources, the program provides three culminating reading placement tests. These whole-class tests provide the diagnostic data to inform reading intervention instruction.

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