Planning, preparation, instruction and assessment
Brinda Patel
Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2016




Planning, instruction, pre-assessment and post-assessment are really important for lesson
planning. Pre-assessment will activate students’ prior knowledge and the result from pre
assessment will help teacher know what teaching method should she use for teaching that
particular lesson. Based on pre-assessment teacher can plan the instruction for lesson. Post
assessment should be given after the lesson and activities as the result of post assessment helps
teacher know how much progress students have made. “Assessment is an integral part of
instruction, as it determines whether or not the goals of education are being met” (Wiggins,
2008). Teacher may increase instruction time if the progress is minimal compared to preassessment result.
Rationale for Artifacts
For this competency, I have used artifact that reflect on my planning and assessment that
I used for my money lesson. Before starting the unit, we did pre-assessment test with students to
see how much knowledge they have about the money and its value. I had a bowl of some
pennies, nickels, dimes and quarter in it. Students were called one by one and were asked to sort
the coins and identify the head and tail of the coin. If student got up to two questions wrong, then
they got P, if they got more than two questions wrong they got DP. If they got almost all the
questions wrong, then they got N. The result from this test was very helpful as it helped me learn
that my PM batch knew their coins and also their values while my AM batch needed more
instruction time. I gave my student AP if they were able to sort the coins, identify the heads and
tail side and also state the value. Five out of twenty students were able to give the values of coins
in my AM batch.



To make my students’ learning better, I incorporated a fun activities and brainpopjr
videos in my lesson plan. I planned a penny/nickel exchange game and four corner coin game
where students played the game and also learned more about the coin. I noticed that engaging
students with hands on activity is more beneficial.
Second artifact that I chose for this competency was the post assessment sample of the
students. For post assessment, students were called one by one to my or TA’s table and were
asked to identify, sort and state the values of the coins. Different amount of coins was placed in
six different zip lock bags. Students were asked if they could identify the coins and answer in
cents. Mostly every student did well in post assessment test. I saw a great improvement from preassessment test.
Third artifact that I chose were my students’ grades that I put in synergy. I do not have an
access to synergy so my cooperating teacher logged in and allowed me to put grades for the
students. Mostly students’ grade changed from DP to P or from N to DP. I believe that even the
slight improvement is a good improvement.
Reflection on theory
I chose the aforementioned artifacts as it shows the sample of students’ assessment and
their grades. Money unit lasted for two weeks and by the end of two weeks all the students are
able to identify the coins. I have learned that repetition method in teaching can be helpful. For
instance, for this unit, I used lot of coin songs from you tube which I played daily and now
students can sort and state the value of the coins.
When I took classes at Regent University, we learned about summative and formative
assessment. I got to use those assessment during my student teaching. In kindergarten
placement, I did pre and post assessment for every lesson as it gave me an overview of where the



student’s knowledge was about the content. I use pre-assessment result from two batch (AM and
PM) and modify my lesson plan accordingly. Planning, instruction is very important as it reflects
on teacher’s excellence and based on that teacher can meet the lesson’s goal and objective. If the
lessons are well planned and instructed, students will learn better.


Wiggins, G. (2008). Why is assessment important. Retrieved April 10, 2016, from