本文主要讲什么是预评估策略，预评估策略也可以被称为形成性评估策略，除了它是基于学生的知识库挑选如何进一步构建教学的线索(Chickering & Ehrmann, 1996)。预评估是为了鼓励包容性的学习环境。并不是所有的学生都知道要教什么。同样，并不是所有的学生都想复习他们已经学过的知识。在这种情况下，预先评估有助于教师和学生发现他们已经知道的一个主题或主题。本篇论文代写价格文章由澳洲论文人EducationRen教育网整理，供大家参考阅读。
Pre-assessment strategies can also be called as a formative assessment strategy except that it is to pick cues on how to further structure one’s teaching based on the student knowledge base (Chickering & Ehrmann, 1996). Pre-assessment is advocated for to encourage inclusive learning environments. Not all students would have knowledge about what is being taught. Similarly, not all students would want to go through what they already know. Pre-assessment in this context helps both the teacher and the student discover what they already know about a topic or a subject.
Pre-assessment basically recognizes what the student already knows so as to aid the instructor to formulate, and theorize newer ways of teaching them. Some of the more common pre-assessment strategies that are used in the class room are Boxing, Graffitti wall, the KWL charts and more. In the case of the KW charts, a chart is prepared on what the students already know, the K. What students need to know is the W and what did students learn is the L. The KWL chart could be updated many times over the study year to monitor the progress made by students (Kendrick, 2017).
In the context of an art education class where global perspectives are being brought into the class room, pre-assessment would give the students a sense of understanding of where they stand in the class. Instructors would be able to comprehend visible knowledge barriers for students even before the class starts when they give a pre-assessment test for the students.