“I hate this subject. I’ve never understood it—ever.”

How would you feel if a student said that to you on the very first day of class?
You might feel disheartened because your well-prepared lesson plans are rejected before they even begin. Or perhaps you would feel a tinge of sadness, knowing that behind such words lies a painful learning journey. Or perhaps, you would feel challenged—to turn this subject into something different.

At the start of the school year, we often come equipped with carefully crafted plans and strategies. Yet students walk in carrying something else entirely: a learning history we have not heard yet—one filled with past failures, self-doubt, or a loss of confidence.

This is where initial assessment comes in—not as a mere formality, but as a compass for teaching. It marks the first step toward building a learning experience that is intentional, meaningful, and joyful.

Start with the Student, Not the Subject

In a deep learning approach, students are not empty vessels waiting to be filled. Rather, they are individuals who bring prior knowledge, lived experiences, emotions, and personal contexts into the classroom. Without knowing who we are teaching, how can we possibly decide what or how to teach?

Ki Hadjar Dewantara once described education as a process of guiding a child’s natural growth—and guiding only works when we know both the direction and readiness of the learner. This idea connects closely with Vygotsky’s concept of the Zone of Proximal Development (ZPD), which reminds us that optimal learning happens when we know where a child is starting from and what they are ready to explore next. Similarly, Paulo Freire emphasized that real education is dialogical—built on interaction—and every meaningful dialogue begins with listening.

In this light, initial assessment becomes much more than a routine step. It is the teacher’s first act of truly listening to the learner.

What Is Initial Assessment?

Initial assessment is the process of identifying a student’s readiness to learn before instruction begins. It helps teachers understand the strengths, challenges, and needs of their students—both academically and socio-emotionally.

The Guidelines for Teaching and Assessment (2022) state:

“Diagnostic assessment is used to understand students’ overall readiness so that teachers can adjust strategies based on their actual needs.”

This means initial assessment is not just about academic content, but also about laying the groundwork for holistic, student-centered learning.

Meaningful Forms of Initial Assessment

An initial assessment does not have to be complex. What matters most is the intention behind it—to understand, not to judge. Here are several practical approaches across grade levels:

Form of AssessmentGrade LevelPurpose
Expressive Drawing: “Draw yourself while learning”Early Childhood – PrimaryTo understand students’ emotions and perceptions
Informal Talk / InterviewsPrimary – Lower SecondaryTo discover students’ learning experiences and interests
Low-Stakes QuizPrimary – Upper SecondaryTo map students’ prior knowledge and misconceptions
Mind Maps / Concept MapsLower – Upper SecondaryTo explore how students connect ideas
Reflective Journals: “Your hopes for this subject”Lower – Upper SecondaryTo uncover students’ attitudes and learning goals
Learning Style & Interest SurveysLower – Upper SecondaryTo help design personalized instruction

🎨 1. Expressive Drawing

“Draw yourself while learning”

🧒Level: Early Childhood – Primary
🎯 Goal: To uncover students’ initial feelings, perceptions, and attitudes about learning

Steps:

📄 Worksheet: Simple drawing sheet + space to write 2–3 emotion words
🧩 Benefit: Opens informal conversation and builds early teacher-student connection

💬 2. Informal Talk / Interview

📚 Level: Primary – Lower Secondary
🎯 Goal: To understand students’ learning background, interests, and communication style

Steps:

📄 Worksheet: Interview sheet or question cards
🧩 Benefit: Builds trust and helps the teacher better understand each student

📊 3. Low-Stakes Quiz

📚 Level: Primary – Upper Secondary
🎯 Goal: To assess prior knowledge and identify misconceptions

Steps:

📄 Worksheet: Paper or digital quiz (Google Forms works well)
🧩 Benefit: Enables targeted lesson planning based on students’ starting points

🧠 4. Mind Map / Concept Map

📚 Level: Lower – Upper Secondary
🎯 Goal: To reveal students’ thought structure and conceptual connections

Steps:

📄 Worksheet: Mind map template with a central idea
🧩 Benefit: Makes students’ thinking visible for further learning design

📓 5. Reflective Journal: “Your Hopes for This Subject”

📚 Level: Lower – Upper Secondary
🎯 Goal: To capture students’ hopes, fears, and motivation

Steps:

📄 Worksheet: Reflection card with sentence starters
🧩 Benefit: Encourages student ownership of learning

📋 6. Learning Style & Interest Survey

📚 Level: Lower – Upper Secondary
🎯 Goal: To tailor teaching methods to students’ preferences

Steps:

📄 Worksheet: Student-friendly survey
🧩 Benefit: Helps teachers adapt methods to student needs

What Comes After the Assessment?

Initial assessments are not an end in themselves. They are the gateway to student-centered learning. The information gathered should be meaningfully interpreted to:

  1. Adjust the Starting Point
    Lessons should begin where the students are—not based on assumptions or a fixed curriculum pace. This reflects mindful teaching, rooted in student readiness and context.
  2. Implement Differentiation
    Every student receives what they need: enrichment, reinforcement, or emotional support. Learning becomes meaningful because the content and methods feel relevant.
  3. Build Trust
    When students feel seen and understood, they’re more willing to engage. This is the foundation of joyful learning—where emotional safety and warm relationships spark curiosity.
  4. Co-Design Reflections with Students
    Guru bisa melibatkan murid membaca dan memahami hasil asesmen awal, lalu berdialog soal tujuan bTeachers can share assessment results and open a dialogue about learning goals. This encourages metacognitive awareness and deeper motivation for students.
    Asesmen Awal adalah Aksi Pedagogis

Initial Assessment is a Human-Centered Practice

Initial assessment is not about labelling or selecting—it’s a pedagogical act of care. At its heart, teaching is not about delivering content, but about truly knowing and guiding the learner.

Teaching is not about what we present—
it’s about how well we understand who we teach.

And that understanding begins with initial assessment.

Imagine if more classrooms started not with the syllabus, but with the sincere intention to truly know who is in the room.
Imagine if initial assessments weren’t seen as an obligation, but as an opportunity to pause, listen, and design learning that matters.

This is how deep learning begins—not just in classrooms, but in teacher meetings, learning communities, and the systems we choose to create together.

Writer: Yosua Nala Yudhistira, S.Pd., B.Ed


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