Pre-assessment is designed to place the right person in the right place. It ensures the entry performance of the learner. The future success of the instructional process depends on the success of pre-assessment.
Pre-assessment aims at evaluating the learner’s entry behaviour in a sequence of instruction. In other words the main goal of such evaluation is to determine the level or position of the learner in the instructional sequence.
We have a planned scheme of instruction for the classroom which is supposed to bring a change in learner’s behaviour in an orderly manner. Then we prepare or place the students for planned instruction for their better prospects.
When a learner is to undertake a new instruction, it is essential to know the answer of the following questions:
- Does the learner possess required knowledge and skills for the instruction?
- Whether the learner has already mastered some of the instructional objectives or not?
- Whether the mode of instruction is suitable to the learner’s interests, work habits and personal characteristics?
This type of evaluation is helpful for admission of learners into a new course of instruction. It is concerned with identifying the learning difficulties or weaknesses of learners during instruction. It tries to locate or discover the specific area of weakness of a learner in a given course of instruction and also tries to provide remedial measure.
Pre-assessment fulfills the following needs:
(a) It helps a teacher to know his learner in detail. Today, education is child-centered. So, the learner’s abilities, interest, aptitude, attitude etc., are to be properly studied so as to arrange instruction accordingly.
(b) It helps the teacher to determine, evaluate and refine his instructional techniques.
(c) It helps instructors in setting, refining and clarifying the objectives.
(d) It helps instructors to know the entry behaviour of the students.
ENGEAR – Intelloscope
We get the answer to all the probable questions by using a test called ‘Intelloscope’.
With us the learning cycle progresses with an assessment. Our objective in each of the phases is to streamline the learning outcomes. We have a test series in the beginning to judge the competency level of each learner called the “Intelloscope” based in which the groups or batches are formed.
To ensure that you start in the Communication course level that most closely matches your language proficiency, you will be better positioned to succeed across all of the modules in your program. Based on the proficiency of the learner, detailed modules are designed to match with the level of the learner.
We appreciate that assessments can be stressful, but ‘Intelloscope’ is not like other assessments or exams. There is no “pass”,” fail” or “grade” in the ‘Intelloscope’ assessment – the results automatically match you to the appropriate Communications course. The assessment is adaptive and incorporates both “harder” and “easier” questions, based on your responses throughout the assessment. In working with students for over 2 years, we have found that this is the most reliable way to ensure that you get the best possible start to your academic program.
‘Pre-assessment should always be evaluated but never with grades’, therefore this assessment is used for admissions purposes as. Teachers should use checkmarks, symbols and highlighters to help find where the students need the most instruction. These assessments should be used to create teachers lesson plans and help the teacher find the best approach for the new unit.