{"id":44,"date":"2018-10-01T16:55:01","date_gmt":"2018-10-01T16:55:01","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/chapter\/chapter-two-prior-evidence-and-baseline-data\/"},"modified":"2026-03-31T02:45:30","modified_gmt":"2026-03-31T02:45:30","slug":"chapter-two-prior-evidence-and-baseline-data","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/chapter\/chapter-two-prior-evidence-and-baseline-data\/","title":{"raw":"Chapter Two: Prior Evidence and Baseline Data","rendered":"Chapter Two: Prior Evidence and Baseline Data"},"content":{"raw":"
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Pretest Data: Using Baseline Data to Inform Instruction<\/span><\/strong><\/h1>\r\n<\/header><\/div>\r\n
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\r\n\r\nData can be intimidating. Collecting data that is specific to a learning objective and breaking it down in ways that can easily translate to instructional strategies can make the use of data less daunting.\r\n\r\n\"In its simplest form, data is a collection of facts and statistics that can be used for planning or analysis.\" (RethinkEd.com<\/span>) Data provides teachers with the evidence they need to substantiate the instructional choices they make for their students.\u00a0 Data can also help teachers monitor students' progress as they progress through a unit<\/span>.<\/span>\r\n\r\nPerformance assessments, pre-tests, student conferences, attendance, and test scores are some examples of data sources that help inform classroom, school, and district decisions.\r\n\r\nWhat is baseline data and how is it collected?<\/strong><\/span>\r\n\r\nBaseline data measures student understanding, knowledge or performance prior to intervention or teaching.\u00a0 It might show the results of students' performance on a pre-assessment the same or similar to post-assessment planned to be implemented following instruction<\/strong><\/em>.\u00a0 At the Center for Educator Preparation our Teacher Candidates begin lesson planning once a standard has been identified, by implementing a pre-assessment that will provide data showing students' current<\/strong> <\/em>understanding levels of the content planned to be taught.\u00a0 It is extremely helpful to first determine the post-assessment that will show students' mastery of that content.\u00a0<\/strong><\/em> This should show what students learned\/know\/do following the lesson.\u00a0 Ideally a pre-assessment will provide students an opportunity to show knowledge\/understanding beyond what is planned to be taught so that a teacher can provide appropriately challenging content that will offer all\u00a0<\/strong><\/em>students an opportunity to progress in their learning and application of learning.\u00a0 This may result in some students being expected to master a different level of content or skill than the majority of their peers, resulting in more than one lesson objective being created.\u00a0 It may be necessary to implement a second pre-assessment if students show that they have already mastered content presented in the pre-assessment.\u00a0 This is time well spent as it will support wise use of students' time in the classroom as they focus on what they need to learn rather than wasting precious time for learning.\r\n\r\nCEP Student Example:<\/span><\/em><\/strong>\r\n\r\nParagraph Prompt & Organization Placement Assessments\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
<\/td>\r\nPrompt<\/td>\r\nCA<\/td>\r\nP<\/td>\r\nCS<\/td>\r\nSS<\/td>\r\nSP<\/td>\r\nG<\/td>\r\nOrganization<\/td>\r\n<\/tr>\r\n
A.B.<\/td>\r\n3\/6<\/td>\r\n1<\/td>\r\n1<\/td>\r\n0<\/td>\r\n1<\/td>\r\n0<\/td>\r\n0<\/td>\r\n4\/4<\/td>\r\n<\/tr>\r\n
T.B.<\/td>\r\n0\/6<\/td>\r\n0<\/td>\r\n0<\/td>\r\n0<\/td>\r\n0<\/td>\r\n0<\/td>\r\n0<\/td>\r\n2\/4<\/td>\r\n<\/tr>\r\n
C.F.<\/td>\r\n2\/6<\/td>\r\n0<\/td>\r\n1<\/td>\r\n0<\/td>\r\n1<\/td>\r\n0<\/td>\r\n0<\/td>\r\n4\/4<\/td>\r\n<\/tr>\r\n
N.S.<\/td>\r\n1\/6<\/td>\r\n0<\/td>\r\n0<\/td>\r\n0<\/td>\r\n1<\/td>\r\n0<\/td>\r\n0<\/td>\r\n4\/4<\/td>\r\n<\/tr>\r\n
M.W.<\/td>\r\n1\/6<\/td>\r\n0<\/td>\r\n0<\/td>\r\n0<\/td>\r\n1<\/td>\r\n0<\/td>\r\n0<\/td>\r\n3\/4<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nParagraph Prompt: 1 point each for beginning capitalization of each sentence (CA), ending punctuation of each sentence (P), use of complete sentences (CS), support of topic sentence (SS), spelling (SP), and grammar (G).\r\n\r\nParagraph Organization: 1 point each for a sentence that supports the topic.\r\n\r\n<\/div>\r\n
\r\n\r\nBaseline data can be collected through various measures including: percent accuracy, frequency, duration, rate and intervals.\r\n
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Number\/Percent accurate<\/strong>\u00a0is collected by calculating the number of target responses divided by the total number of opportunities.\u00a0 This can be recorded as a fraction or percentage.\u00a0 The chart below shows an example of the data gathered on a small group of students during a math assessment in which the students were presented with four problems.\u00a0 Other examples of situations where you might collect data on number or percent of accuracy might be:<\/span><\/p>\r\n\r\n<\/header>\r\n

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