Suggestions for designing a pre-assessment

Start by clearly articulating the goals of the unit or lessons – what all students should know, understand, and be able to do (Tomlinson & Mctighe, 2006)

Consider any crucial prerequisites.

As you design questions, ensure they focus on measuring student understandings rather than just knowledge and skill

Limit questions to those that have instructional implications – for example dates, names, and definitions will mostly come out in the unit/lessons regardless of the students answers on the pre-assessments.