Child’s Q: Where does this card go? |
|
Acceptable | Unacceptable |
Where do you think it goes? Put it where you think it belongs. Show me where you think it goes. | Maybe in there. The red ones go here. I won’t tell you. |
Child’s Q: Does it go here? (Or child hovers the card in the box, but does not raise their finger for it to drop in) |
|
Acceptable | Unacceptable |
What do you think? Place the car where you think it goes. Are you ready for the next one? | Probably. Put it in the box. Let it go so we can do another one. |
Child’s Q: How do I play the shapes game? (After the card has been presented) |
|
Acceptable | Unacceptable |
That one has an (X). Try to remember and place it where it belongs. How do you think it goes? | X’s go there, Y’s go there. I can't tell you you have to remember. I don't know. |
Child’s Q: Can we finish? |
|
Acceptable | Unacceptable |
Let's try a few more. We should be done soon, just do your best. If you're not sure where to sort the card, you can guess. | Just finish. Hurry up so we can move to the next level. No. |
Child’s Q: Can you do it for me? |
|
Acceptable | Unacceptable |
I want to see how you do it. You're playing this game now, and I'll have a chance to play a game later. | Sure. I don't want to. I can't; I don't know how. |
How to answer student questions during a MEFS® session
Kids ask a lot of questions of their teachers and the same is true during an MEFS® session. This guide helps you answer common questions appropriately, to maintain assessment fidelity.
I
Written by Isaac Van Wesep
Updated over a week ago