Reflection On Assessment And EdTPA Task 3 Assignment please use template and see instructions Task 3: Assessment Commentary Example Responses

Assessment Commentary 1.a: Analyzing Student Learning, a) Identify the specific standards/objectives measured by the assessment you chose for analysis, b) Provide the evaluation criteria you used to analyze student learning.

Licensure Area

Example: Candidate Response

Elementary Education Candidate

While evaluating my students’ learning using the “Halloween Howls” formal assessment, I was analyzing two things:

· How well they could correctly match a list of prefixes to their root words to form their spelling words for the week

o In order for a student to get all the possible points on the first part of the assessment, he must be able to correctly write prefixes on the lines beside each of the 16 words. Since I wrote in the directions that they needed to use the prefixes to make the words they have been practicing all week for their spelling test, I had hoped to eliminate the confusion that comes along with multiple prefixes being a correct form of a word.

· Some students still used the incorrect prefix, but the word created was real. Since these students did not follow the directions, I felt as though this made scoring more difficult, because it showed me that they know how to add prefixes to words and the words still make sense.

· As much as I would have liked to have just left the scores the way they were, I added the points for a confused but correct answer to my personal grading sheet but lowered the student’s score on her paper to let her know that I expected her to follow directions. If I were to use this assessment in the future, I would write brief definitions below the words so that students would know which prefix I was asking them to add to their word rather than by simply guessing which of the two to use or by trying to remember their spelling words. As a result of these reflections, I created a new version of the matching activity which I included in my Instruction Commentary on page 4 that I think would better assess the concept of adding prefixes to change the meaning of a word.

· As this particular portion of assessment was given, I feel as though it is an invalid measure of student learning, so I will not be investigating the data collected for this assessment any further.

· How well students could use these words in the context of a sentence of a story.

· When evaluating my students’ learning using the cloze activity, I assessed their abilities to put words with prefixes into the context of a sentence or story.

· Since I am not assessing how quickly a student completes his or her work, but rather the number of words they correctly added to the story out of the number of words they attempted to add, I will be using a percentage scoring system. We did not have much more time in class to continue this assessment past the time given in class (students who had not finished were given another half hour to work the next morning), so I did not feel that the assessment would be scored fairly if I had counted empty, unfinished blanks as incorrect responses rather than not counting them at all. I believe students should be allowed all the time they require to carefully think through their responses.

EDSP 622

· The criteria I used was as follows:

· 95 – 100% correct: proficient-‐-‐No remediation or additional practice required

· 80 – 94% correct: partially proficient-‐-‐These students will be required to correct their mistakes and to resubmit

· Less than 80% correct: not proficient-‐-‐Students who score lower than 80% will meet for a reading focus group, where I will re-‐teach the concept and guide them through practices

Secondary Candidate

Students will be able to identify parallel planes and skew lines from a diagram or picture.

Students will be able to identify angle pairs (corresponding angles, alternate interior angles, consecutive interior angles) formed when a transversal crosses two coplanar lines.

Students will be able to find values for angle measures using algebra and knowledge of special angle pairs to determine when two lines crossed by a transversal are parallel.

Evaluation Criteria for Quiz. Each question is worth one point and students can earn a total of 7 points.

· Question 1-‐ Students must identify two planes that are parallel. Students must name each plane with either three or four letters. Students receive no credit if they identify two parallel lines. Students receive no credit if they identify two planes that are not parallel.

· Question 2-‐ Students choose between three vocabulary words to complete a sentence about a diagram. Only one of the words is correct (skew).

· Question 3-‐ Students identify two angles that formed a pair of alternate interior angles. Two angle pairs are possible (angles 3 & 7 or angles 2 & 6). Either pair will earn students a point. If students find one of the angles but pair it with the wrong angle, they receive no credit.

· Question 4-‐ Students identify a pair of corresponding angles. Four pairs are possible (angles 1 & 3, angles 2 & 4, angles 8 & 6, and angles 7 & 5).

· Questions 5 & 6-‐ This question is worth two points. Students receive one point for having the correct value for x (19). Students receive one point for naming the angle pair (consecutive interior angles).

· Question 7-‐ In order for students to receive credit for this question, they needed to write a sentence indicating that the alternate interior angles are congruent when the two coplanar lines are parallel. As long as students indicated that the angle measures would be equal, they received a point for this question. Students who compose a coherent sentence using the vocabulary words from this lesson (congruent, alternate interior angles, coplanar lines, parallel) will receive positive feedback, such as “Very good sentence!” or “Nice use of vocabulary!” For the students who have difficulty writing a sentence, I will write an example of the type of sentence I expected.

Special Education Candidate—Commentary Prompt 6

The assessments will consist of a variety of questions related to the discussion we have throughout the lecture and how that information can be applied to the student inside and outside of the classroom. The student will be expected to answer the question in complete sentences in order to verify that they have an understanding of the information and how it can be used to meet his goal of managing his feelings in an appropriate way.

The other learning target that consists of only needing one verbal cue to remain focused/on task throughout the lesson will attempt to meet his goal of improving participation skills from participating 75% of the time to 90% of the time.

The student will have the opportunity to monitor his own learning progress through the use of pre-‐lesson review of information that was taught in the previous lesson. I will also direct questions towards the student both verbally and in the written assessment. If the student doesn’t seem to show understanding of the material, I will offer more explanation about the topic being discussed in order for him to correct his answer. Questions will be directed towards the student in order for him to have an opportunity to show his progress. The student will also be asked to record each day how many times the instructor needed to use a verbal cue in order to redirect him into participating.

Assessment Task 4.a: Using Assessment to Inform Instruction

Licensure Area

Example: Candidate Response

Elementary Education Candidate

As previously stated within the space provided for the first prompt of this commentary, I would base the plan for my next steps for instruction on the following:

· 95 – 100% correct: proficient

· No remediation or additional practice required

· I would create or find a document teaching these students Greek and Latin root words and encourage them to explore creating some new words (even if they are not real) and defining them using the definitions provided for each root. They could then use these words write a story, secret letter, or write dialogue for a partially blank cartoon strip. This would all be done with the intention of helping them to commit these roots to memory to be able to recall them when learning and defining new, real words.

· Student Work Sample 3 would fall into this category

· 80 – 94% correct: partially proficient

These students will be required to correct their mistakes, complete the revised version of the matching activity and to resubmit. Before they do any of this, I will explain the directions to them a second time to eliminate any confusion.

o Student Work Sample 2 would fall into this category

· Less than 80% correct: not proficient

· Students who score lower than 80% will meet for a reading focus group, where I will re-‐teach the concept and guide them through the revised matching assessment and the story assessment again as practices.

· Student Work Sample 1 would fall into this category.

Secondary Candidate

Students will be taking a test over the whole chapter. This learning segment makes up three of the six sections in the chapter. Students are encouraged to use the feedback and their responses on the quiz to study for the test. The day before the test will be a day of review. As a class, we will briefly revisit the content of this learning segment through a series of questions that students will first answer on their own and then the responses will be briefly discussed. I will be sure to choose questions that cover concepts commonly missed on the quiz. This time allows for students to ask questions to clarify any misunderstandings. For every homework assignment at least one review question is included in the assignment. For the remaining chapters that I teach, I will choose review questions from this learning segment. Students who perform poorly are encouraged to seek help before or after school and during the traveling study hall that occurs Tuesday through Thursday of every week.

Special Education Candidate

Primary learning target: In order to reinforce current progress in the ability to show understanding of how to cope and communicate feelings/emotions to adults as well as why it is important to do so, I will plan to use repletion of previously learned information as repetition will help maintain information in a person’s working memory (Driscoll, 2000). I could also implement a role-‐playing or modeling type instruction in which the focus learner can visually see appropriate ways to cope with feelings/emotions. The focus learner seemed to benefit from discussing things about himself during discussions. This is something I would like to continue to include as providing opportunities for students to talk about themselves can help in engaging students and enhancing their level of energy (Marzano 2007)

Secondary learning target: The focus learner has demonstrated the ability to stay focused/on task for three separate lessons without the need of a verbal cue. Through modeling, I can demonstrate appropriate behavior in the classroom. I could also start introducing a token economy for the focus learner to immediately enter the classroom and be prepared to learn. A token economy could help by strengthening an individual’s desirable behaviors that occur too infrequently and decrease their undesirable behaviors (Miltenberger 2012).

Assessment Task 4.b: Using Assessment to Inform Instruction-‐-‐ Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory.

Licensure Area

Example: Candidate Response

Elementary Education Candidate

These next steps follow from my analysis of student learning in the following ways:

· I want advanced learners to continue learning and practicing with prefixes and suffixes. They have demonstrated that they have mastered the skill at hand and that they are ready to proceed to the next step.

· I am planning to ask the students who scored between 80 and 94% on the activity to correct their mistakes and to try the revised version of the matching activity to see if this will help to clear up any confusion that may have caused them to do poorly during the first round of assessing.

· I will have the students who scored lower than 80% on the activity to meet for a reading focus group, where I will re-‐teach the concept and guide them through the revised matching assessment and the story assessment again as practices. This will allow me to show the students how to use context clues within the story to make a decision about where the words should be placed from their new matching activity word bank.

· These students would also correct their mistakes as we worked together as a group, and I’d also have them try the revised version of the matching activity to see if this will help to clear up any confusion that may have caused them to do poorly during the first round of assessing.

· The new matching activity will also have the words’ definitions on it, which may help some students more fully understand what words fit into what blanks when reading and completing the story activity.

Secondary Candidate

Based on the quiz and on in-‐class performance, many of the students still struggle with identifying angle pairs consistently. Within the next several weeks, the students will see these angle pairs reappear when we start to write proofs. They will need to refer to their notes and/or textbook to remember specific vocabulary words, theorems, and postulates to assist them in writing their proofs. As the students continue to work with these angle pairs, they will improve their skills of identifying the angle pairs. Repeated exposure to these concepts should help the remaining students learn these concepts.

Special Education Candidate

The student has demonstrated the understanding of coping and communicating feelings/emotions to adults, but it is still unknown as to whether the student will perform this skill when faced with difficult feelings/emotions. The focus learner’s IEP goal could now be adjusted to something along the lines of being able to demonstrate this skill when faced with adversity to show progress from this goal into the next one.

The focus learner has also demonstrated the ability to remain on task without the need of a verbal cue to stay focused/remain on task. Although the student has demonstrated this ability through three lessons, it is still yet to be determined as to whether this will remain a consistent pattern in the long term. If the focus learner continues to meet the 90% on task time of his present goal, it would be logical to possible attempt a goal that has 100% on task time or focus more on entering a classroom prepared to learn as noted in the previous prompt.

Suggestions to improve your commentary responses:

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Add details to your description

– also increases word count

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Use handbook terms and concepts

– pre-assessment, baseline data, rubric

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Include specific examples

– report standardized test and pre-assessment scores

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Describe effective practice

– chunking content, having students revise work