We selected in this post some suggestions for Diagnostic Assessment 2 year of elementary school in Portuguese and Mathematics, ready to print and also available for download in PDF.
The concept of diagnostic evaluation is not uniformly defined by all specialists. However, it can, in general, be understood as an evaluative action performed at the beginning of a learning process, which has the function of obtaining information on the knowledge, skills and competences of students with a view to organizing the teaching and learning processes according to the situations identified.
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Fundamentally, identify the student's learning characteristics in order to choose the type of work that best suits these characteristics. That is, the diagnostic assessment highlights the strengths and weaknesses of each student, being able to specify the adequate point of entry into a learning sequence, which allows from there to determine the most adequate. This type of assessment prevents late detection of students' learning difficulties while seeking know, mainly, the aptitudes, interests and capacities and competences as prerequisites for future actions pedagogical.
One of the most important features of the diagnostic evaluation is its preventive aspect, since when knowing the difficulties of students at the beginning of the educational process, it is possible to foresee their real needs and work towards their attendance. Another characteristic refers to the possibility that the diagnostic evaluation has to determine the causes of persistent learning difficulties in some students.
The information obtained can help educational networks as well as school units to plan initial interventions, proposing procedures that lead students to reach new levels of knowledge. In other words, its results are used to explore, identify, adapt and predict students' skills and learning.
Index
Material prepared by the Superintendence Regional Education of Leopoldina:
Results Map:
Results Map:
Check out below a 2 year Portuguese Diagnostic Evaluation with feedback available for download in PDF:
Also check: Diagnostic Assessments for EJA.
To make it easier for you, we decided to make available all the activities shown above "2 year diagnostic evaluation of Portuguese" for download in PDF, check the link:
See also:
To make it easier for you, we decided to make available all the activities shown above "2 year diagnostic evaluation of mathematics" for download in PDF, check the link:
In order to have a really satisfactory teaching-learning process, it is extremely important and necessary to develop mechanisms that allow to identify the level of knowledge that a student or trainee has in a particular subject, discipline or cycle of studies.
The diagnostic evaluation is, therefore, an evaluation that seeks to understand what is already consolidated in the child, what has already been introduced and what programmatic contents still need to be inserted. It is the portrait of your class and therefore a very important tool to tell you which paths to follow with your little ones.
Therefore, the 2 year diagnostic evaluations shown in this post are great resources for us teachers.
survey "Dictation in Literacy" with the aim of writing a list of words and a phrase, dictated by the teacher, putting all available knowledge into play
1st stage
You should carry out the first survey at the beginning of the term and then at the end of each term, keeping a careful record of the evolution process of the children's writing hypotheses. At the same time, daily and attentive observation of the students' path is essential.
In the first days of class, the literacy teacher has an essential task: to find out what each student knows about the writing system. It is called the initial survey (or class diagnosis), which allows you to identify which hypotheses about the language children have writing skills and with this adapt the planning of lessons according to the needs of learning.
Thematization Why should we make an initial diagnosis of students' writing hypotheses? In addition to practical goals such as organizing productive work partnerships and monitoring progress of students, conducting the survey presupposes an intellectual respect by the teacher in relation to the knowledge of the student. It means assuming that students think about written language – formulating hypotheses about how it works – and that it is essential for the development of a good job to know in detail what they think about the system alphabetical.
The survey is not a time to teach content, but for the student to show the teacher what he thinks about the alphabetic writing system. Therefore, the sole purpose of this activity is to get students to write the way they believe the words should be written.
Activity must be done individually. Take one student at a time and explain that he or she should try to write a few words and a sentence that you are going to dictate. Choose words from the same semantic field, for example: list of foods from a birthday party, fruits, animals, etc.
The dictation must start with a polysyllable word, followed by a trisyllable, a disyllable and, finally, a monosyllable. When dictating, DO NOT mark the separation of syllables, pronouncing the words normally. After the list, it is necessary to dictate a sentence that involves at least one of the words already mentioned, to be able to observe if the student writes it again in a similar way, that is, if the writing of the word remains stable even in a context different.
The choice of words for the dictation must be very careful. Avoid words that have repeated vowels in close syllables, such as PINEAPPLE, for example, as it causes great conflict for children who are entering elementary school, whose writing hypothesis may make them believe it is impossible to write something with two or more letters equals. For example: a student with a syllabic hypothesis with a conventional sound value, who uses vowels, would need to write AAAI. The monosyllables are at the end of the dictation. This care must be taken because, in case children write according to the hypothesis of the minimum number of letters, they may refuse to write if they have to start with it.
Suggestion 1
THE ANT LIVES IN THE GARDEN.
Suggestion 2
WE EAT MOSSARELA PIZZA WITH TOMATO. – Suggestion 3
AT TODAY'S SNACK WE'LL HAVE BREAD WITH MORTADELLA.
Pay attention to students' reactions as they write and write down what they say, especially spontaneously, it can help you see what their ideas are about the writing system.
With each word dictated, ask the student to read aloud what they have just written.
It is essential to ask the child to read what he wrote. Through her interpretation of her own writing, during reading, it is possible to observe whether she establishes or no relations between what has been written and what is read aloud - that is, between what is spoken and written - or is read randomly.
Write down on a separate sheet how the student reads, if he points with his finger at each of the letters, if he reads without dwelling on each of the parts, what is said is associated with writing, in what sense does the reading etc.
Finally, analyze which writing hypothesis the student demonstrated in the activity. Most common writing hypotheses: Pre-syllabic, with no quantitative or qualitative variations within the word and between words. The student differentiates drawings (which cannot be read) from “writings” (which can be read), even if they are composed of graphics, symbols or letters. The reading it performs from the writing is always global, with the finger sliding across the written record. Pre-syllabic with minimum requirement of letters or symbols, with variation of characters within the word, but not between words. Reading the writing is always global, with the finger sliding across the written record. Pre-syllabic with minimum requirement of letters or symbols, with character variation within the word and between words (intrafigural and interfigural qualitative variation). At this level, the student feels that different things should be written differently. Reading the writing continues globally, with the finger sliding across the written record. Syllabics with non-pertinent letters or without conventional sound value. Each letter or symbol corresponds to a spoken syllable, but what is written does not yet correspond to the conventional sound of that syllable. Reading is syllable. Syllable with pertinent vowels or with conventional vowel sound value. Each letter corresponds to a spoken syllable and what is written corresponds to the conventional sound of that syllable, represented by the vowel. Reading is syllable. Syllable with pertinent consonants or with conventional consonant sound value. Each letter corresponds to a spoken syllable and what is written corresponds to the conventional sound of that syllable, represented by the consonant. Reading is syllable. Syllabic with relevant vowels and consonants. Each letter corresponds to a spoken syllable and what is written corresponds to the conventional sound of that syllable, represented sometimes by the vowel, sometimes by the consonant. Reading is syllable. Syllabic-alphabetic. This level marks the student's transition from syllabic hypothesis to alphabetic hypothesis. Sometimes she writes attributing a letter to each syllable, sometimes representing the smaller sound units, the phonemes. Initial Alphabetical. At this stage, the student has already understood the writing system, understanding that each character of the word corresponds to a sound value smaller than the syllable. Now, he has to master the spelling conventions. Alphabetical. At this stage, the student has already understood the writing system, understanding that each of the characters of the word corresponds to a sound value smaller than the syllable and also dominates the conventions spellings.
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