edTPATask 3

Assessment

To Do:• Select one assessment from the

learning segment that you will use to evaluate your students’ developing knowledge and skills.

• Submit the assessment used to evaluate student performance.

• Define and submit the evaluation criteria you will use to analyze student learning.

• Collect and analyze student work from the selected assessment to identify quantitative and qualitative patterns of learning within, and across learners in, the class.

• Select 3 student work samples to illustrate your analysis of patterns of learning within, and across learners in, the class.

At least 1 of the samples must be from a student with specific learning needs.

Quantitative measurement:

measurement of data that can be put into numbers. The goal of quantitative measurement is to run statistical analysis, so data has to be in numerical form.

Qualitative measurement: focuses on collecting information that is not numerical. You can remember this by thinking of the word 'quality.' Quality is not something that you measure with numbers. You don't say that dinner was 3 qualities, or that park bench is only 1 quality. Likewise, qualitative data is not numerical. Instead of statistical analysis, the goal of qualitative measurement is to look for patterns and get a general feel for how things are.

These 3 students will be your focus students.

Summarize the learning of the whole class, and refer to work samples from the three focus students to illustrate patterns in student understanding across the class.

Submit feedback on the assessment for the 3 focus students in written, audio, or video form.

Analyze evidence of students’ language use from: (1) the video clips from the instruction task, (2) an additional video clip of one or more students using language within the learning segment, AND/OR the student work samples from the assessment task.

Analyze your assessment of student learning and plan for next steps by responding to commentary prompts.

Tips Analyzing Student Learning See Page 31 in Handbook

Assessments:• should allow the students to demonstrate

their thinking in some way• could be formal or informal, formative or

summative• need to result in evidence of student

learning according to evaluation criteria• should be aligned with the central focus,

content standards, and stated learning objectives

Feedback to Guide Further LearningSee Page 32 in Handbook

• Feedback should offer students clear and specific information on their performance around the lesson objectives/standards and align with the evaluation criteria.

• Students should be made aware of their errors and their strengths.

Analyzing Students' Academic Language UseSee Page 32 in Handbook

• Provide evidence that your students were able to use academic language (identified function, vocabulary, and additional identified demands) to develop content understandings

• Support your explanations by citing specific evidence from video clip(s) or student work samples

• Describe how students meet your identified academic language demands in ways that further their understanding of the content to be learned

Your examples need to go beyond students just parroting back definitions of unfamiliar words. Examples should reveal students’ understanding of vocabulary and their ability to demonstrate the key language function identified in your Planning task commentary.

Assessment Informing InstructionSee Page 32 in Handbook

“Next Steps”Should detail the instructional moves you plan to make going forward, not only for the class in general but also for the three focus students in particular.

Reference a variety of student learning needs and strengths in your commentary. For example, if you discover that some students struggle with one of the skills taught, make consistent errors, or apply only a portion of a strategy you have taught, what will you do in order to help those students meet the learning objectives they wereunable to meet?

These next steps may include additional feedback/instruction to students, a specific instructional activity/learning task, or other forms of re-engagement to support or extend learning of the targeted objectives/standards.

Include Do Not Include

Analysis of an assessment that allows students to display a range of understanding of the specified subject-specific elements of your central focus

A focus on important trends in student performance, supported by examples from the work samples

Focus students whose work samples represent a range of performance on the assessment

Concrete evidence of feedback for each focus student

Concrete evidence of academic language use (video clip and/or student work samples)

A lengthy list of standards and/or objectives, not closely related to the assessment analyzed

An assessment that only allows students to display a narrow range of knowledge and skills

An assessment that was completed by a group of students, not individually

Superficial analysis of student learning

Misalignment between evaluation criteria, learning objectives, and/or analysis

Identifying next steps for learning that are not related to your analysis of student learning

Connection to Previous Lesson (Bugs, Bugs, Bugs)

Essential Literacy StrategyRI 2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Requisite Skill4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

After Additional Lessons 2RI.2Literacy StrategyTask (Texts chosen by teacher)• Read informational text (with 3 paragraphs) at your

reading level with some unknown vocabulary. • Determine the main idea of each paragraph. • Explain how you determined the main idea by using

evidence from the text. (Above Level Group)• List supporting details• Determine the Main Topic of the entire text• Explain how you determined the Main Topic by using

evidence from the text. (Above Level Group)

After Additional Lessons 2RI.2Requisite Skill: Vocabulary in Context

Above Level:• Students choose challenging vocabulary in the text.• Determine the meaning of the chosen vocabulary through

context. (Process of doing this should have been previously addressed in other lessons)

• Explain how the text and text structure supported understanding of the vocabulary.

• Confirm meaning of chosen vocabulary (either by using a resource a teacher-created activity)

• Create a game; poem; activity with the newly learned vocabulary

• Apply the new vocabulary

After Additional Lessons 2RI.2Requisite Skill: Vocabulary in Context

At Level:• Teacher chooses challenging vocabulary in the text.• Determine the meaning of the chosen vocabulary through

context. (Process of doing this should have been previously addressed in other lessons)

• Explain how the text and text structure supported understanding of the vocabulary.

• Confirm meaning of chosen vocabulary (either by using a resource a teacher-created activity)

• Create a game; poem; activity with the newly learned vocabulary

• Apply the new vocabulary

After Additional Lessons 2RI.2Requisite Skill: Vocabulary in Context

Below Level:• Teacher chooses challenging vocabulary in the text.• Students determine the meaning of the chosen vocabulary

through context using supports. (Process of doing this should have been previously addressed in other lessons)

• Explain how the text and text structure supported understanding of the vocabulary using supports.

• Confirm meaning of chosen vocabulary (either by using a resource a teacher-created activity)

• Create a game; poem; activity with the newly learned vocabulary using supports

• Apply the new vocabulary using supports

Supports• Use Sentence Frames (especially for academic

language)• Use a variety of graphic organizers• Use specific task cards to break activity into

sequence or specific components• Use pictures, diagrams etc.• Display anchor charts of previous learning for

students to refer to (Key details, who, what etc.)

• Display vocabulary word walls with pictures

2RI.2 Supports

• Students sort words into groups and determine an appropriate title (the main idea) for each of the groups.

• Students are given a main idea topic and have to come up with supporting details.

• Students are given supporting details and have to determine the main idea. • Students are given several related words and have to determine which of the

words represents the main idea.

Finally, students practice main idea and details within text. • Students are given a paragraph, and they have to determine which sentence

in the paragraph does not belong because it does not support the main idea. • Students are given a short paragraph and 4 sentences about the paragraph.

They must determine which sentence represents the main idea of the paragraph, and which sentences are details.

Sample Rubric

1. Briana Caste-lao

2. Stephanie Culotta

3. Dana Draper 4. Cherricka Foster

5. Tiffany Helmy

6. Maricon Maningas

7. Erica Mulkay0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Main IdeaDetailsExplainedEvidenceVocabularyVocab App

Analyzing Whole Class DataCan also Analyze 3 Focus Students’ Data

Main Idea Details Explained Evidence Vocabulary Vocab App0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

1. Briana Castelao

1. Briana Castelao

Analyzing One Student’s Data

Main Idea Details Explained Evidence Vocabulary Vocab App0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

1. Briana Castelao

1. Briana Castelao

Write Glow and GrowBe Specific – Relate to Learning Objective;

Literacy Strategy; Requisite Skill

After Looking at all the Data andBefore Determining Next Steps

Reflection QuestionsWas the student able to decode the text?Did the student comprehend the text?Did the student understand the task?Was task appropriate for the student’s academic capability?Do you notice any gaps, trends, patterns?

What Next Steps Could I Take?

Model the Comprehension Process of: Asking QuestionsDetermining Importance(using supports, asking guiding questions)

Use Supports and Break the Lesson/Task into Smaller Pieces

Investigate ESL, Special Education, Best Practices Teaching Strategies(PRIM, Research Articles, Teachertube, Youtube,Teaching Channel, Learnzillion, Engage NY etc…..)

Language FunctionVocabularyQuestions: who, what, where, when , why ,howDetermining Importance – key ideas, details, most importantExplainTopicMain IdeaGist Mostly aboutParagraphSupport

How• Anchor Charts/Sentence Frames• Teacher asking good questions/facilitating conversation and discussion• Sentence starters – I agree….because; I would like to ask a clarifying

question; to summarize…..; I would like to add; I have a new idea; etc.

Examples of Anchor Charts/Sentence Frames

• Paragraph ____ is mostly about…• The gist of paragraph ____ is …• The main idea is … I know this because…• The key details in paragraph ___ that support the main

idea is…• This text is mostly about…• The important details in paragraph ___ are…• The reason the details support the main idea is…

Danielson’s Framework

What Domain?

Stop Light AssessmentWrite one post it only

Red: Did Something Stop Your Learning?

Yellow: What questions/ideas do you have? Green: What did you learn?

https://www.teachingchannel.org/videos/daily-lesson-assessment