ELED 4872 Assessment Project Explanation
Assessment Project: The purpose of this project is, first and foremost, to help teacher candidates develop skills in assessing elementary students’ learning. Candidates will complete parts of the EdTPA Task #3: Assessing Student Learning component. (This EdTPA task will be required in its entirety for Residency II, so a second purpose of this assignment is to introduce candidates to the task.)
Step 1: (To be completed before observing the mentoring teacher) Candidates should first read Task 3: Assessing Students’ Learning in the most current EdTPA Handbook for the chosen subject area and grade level.
Step 2: After becoming familiar with Task 3 in the appropriate EdTPA handbook, candidates should then meet with their Residency I mentoring teacher to observe a lesson. During the observation, note the following:
· What are the specific standards that taught during the lesson? If the mentor is not citing CCSS, locate these independently and include them.
· What are the specific learning objectives students are expected to master?
· What assessment criteria are used to analyze student learning? (What should your students be able to do to demonstrate mastery of the objective(s)?) Identify both formative and summative assessment practices.
Keep in mind that assessment does not equal grading!
Step 3: During the lesson, analyze the types of assessment used and take note of what the teacher and students do. Consider these questions:
· What questions does the teacher ask?
· What questions or responses do the students provide to demonstrate understanding?
· How does the teacher use assessment to guide his/her instruction based on students’ responses and actions during the lesson?
· What verbal and/or written feedback does the teacher provide to the students during the lesson? Is the feedback formative or summative in nature?
Step 4: Selection of Work Samples
· Collect student work from your entire class and analyze student performance to identify patterns in understanding within the class. Keep all students’ names anonymous.
· Select 3 student work samples representing what students in your class generally understood from the lesson and what a number of students are still struggling to understand. At least one of the students must have been identified as having learning needs, such as an English language learner or a student with an IEP. (Suggestion…struggling, partial or basic, and exceptional)
· What specific evidence is demonstrated by each of the three focus students to show their level of mastery?
· Based on the chosen students’ work samples and performance, what verbal feedback would you (not the mentor) provide to each student? What written feedback would you provide for each student? Include specific evidence.
· Explain how the feedback provided to the 3 focus students addresses their individual strengths and needs relative to the standards/objectives measured.
· Identify the feedback as summative or formative.
Step 5: Using Assessment to Inform Future Instruction
Explain how you could use the evidence gathered to inform your upcoming instruction with the class and the three focus students.
COMPLETE THE FOLLOWING TEMPLATE AND SUBMIT BY THE DUE DATE. ONLY INCLUDE THE INFORMATION THAT FOLLOWS WHEN SUBMITTING YOUR ASSIGNMENT.
(Source: edTPA Elementary Education Assessment Handbook, 2013)
ELED 4872 Assessment Project Template
TTU Candidate’s Name: Beth Barger
Mentoring Teacher’s Name, Grade, and School: Sandy Kelly, 3rd grade, Bowers Elementary
Date of Lesson Observation: 9/25/2014
Time of Lesson Observation: (from 9:41 to 10:45)
Complete the template below by typing in the white area. Use as much space as needed to provide thorough evidence.
Lesson Objectives, Standards, & AssessmentWhat specific standards does the lesson address? / S.P.I. 0306.2.6. Recall basic multiplication facts through 10 times 10 and the related division facts.
What learning objectives should students master? / Students will use patterns to multiply 10 as a factor.
What assessment criteria (summative and formative) are used to analyze student learning? / · The teacher ask the students to do a quick write in their math journals about the multiplication tables they already know. (Formative)
· The teacher had the students give a thumbs up/thumbs down while the review and lecture was going on. (Formative)
· The teacher asks the students questions about other multiplies i.e. 2 and 5. (Formative)
· The teacher had the students complete a problem solving worksheet after the lesson was finished. (Summative)
Observation of Lesson
What questions does the teacher ask? / · What are the multiples of the number 2?
· What are the multiples of the number 5?
· What do you think are the multiples of 10?
· How do you know they are a multiply of 2? 5?
· Give me an example of a word problem using a multiple of 5.
What questions or responses do the students ask to demonstrate understanding? / · How do you just know that it’s a multiple of 5?
· How do you know it’s a multiple of 2?
· How does knowing multiples of 2 and 5 help us with multiples of 10.
· So, you have to think of the multiples of 2’s as things that come in pairs just like our eyes and nostrils.
How does the teacher use assessment to guide his/her instruction based on the students’ responses and actions during the lesson? / · The teacher asks the students to perform specific problems. After the students had a chance to complete the problems they had to identify the parts of the problem that led them to the answer they had.
· The teacher has the students compare their answers to the other students in the classroom and is walking around observing the entire time.
· The teacher uses the formative assessment of going over multiples of 2 and 5 to guide the instruction to do a little more review to ensure all students are ready to move forward to multiples of 10.
What verbal and/or written feedback does the teacher provide to the students during the lesson? Identify feedback as summative or formative. / · The teacher didn’t give a lot feedback except for “good job” and “how did you come to that answer.” (Formative feedback)
· The only feedback that the teacher provides to the worksheets that the students completed were check marks on the top of the page after she saw that it was complete. (Summative)
· While doing the thumbs up/thumbs down assessment the teacher ask the students who agreed with the thumbs up and who agreed with the thumbs down. (Formative)
What other relevant information did you observe? For example, in what activities are the students engaged in to demonstrate mastery? / · Students solved specific problems on the board, while the other students solved the problems at their desk.
· Students worked on a couple of multiplication word problems at their desk before getting with their “team members” and comparing their answers.
Following the Lesson
Analyze student work from the entire class. What patterns of understanding do you notice as a class, overall? / · As a class, the students did a pretty good job overall at working to understand their multiplication by using factors. A few students weren’t really on target with the problems but after being placed in their team members group, which has higher-level learners as well as low level learners, the students had a better understanding as to what they were doing.
· The problem solving worksheets really had the students engaged with their peers while they were comparing their answers and their work showed that they understood.
3 Focus Students / Student 1
(struggling to master) / Student 2
(partial to basic mastery) / Student 3
(complete mastery)
Select three student work samples, which demonstrate varying mastery levels (struggling, partial or basic, and complete). Describe each student’s level of mastery using specific evidence. / In the picture below, I chose the student that was struggling to reach mastery because they got 2/3 of the questions completely wrong. Instead of explaining their answer and creating a story for the multiplication fact, they drew a picture and did not arrive at the correct answer. The picture that they drew for question number 2 where they were supposed to write out a word problem. / The student that is within this learning range is partial to basic mastery. In the picture below, you can see that the student attempted to write a word problem for question 2 but somehow left off the ending of the word problem and what it was supposed to say. / This student demonstrated complete mastery because in the picture below, they created a correct multiplication story and were able to explain it thoroughly. The student was able to describe how they could find how many wheels were on the bicycles.
Based on the lesson observation and the work samples, what specific written and/or verbal feedback would you provide for each of these students? / I think you did a great job and put a lot of effort in this worksheet and I think you understood how drawing pictures could really help with figuring the numbers out in the groups. I think in the last question it was would have helped to slow down and read the question. Remember that when it ask for you to explain from the previous question it’s wanting you to describe with words what made you come up with the answer you did. / You did a really great job on the questions you answered. I like how you went back and redid question 2 when you realized you had written it the wrong way and hadn’t followed directions. Make sure that you take your time to read the directions the first time and reread what you write to make sure that it makes sense. / You did a really great job on this assignment. Your story with the multiplication fact. I always like how you are taking your time while writing because your handwriting is very neat and makes it easy to read your story.
Explain how the feedback provided to the three focus students addresses their individual strengths and needs relative to the standards/objectives measured. / In the case of this particular student, I want them to know that I do see their effort in drawing the picture to show the understanding of the use of groups. I also think it would help this student to know that I know they can write their thoughts down as to how explain the answer they gave. / I think this student made the mistake on the second question because they were in a hurry and didn’t read the directions completely. Next time the student will take the time to read the directions thoroughly so they won’t have to go back and redo the problem. / This student did a wonderful job on the overall assignment. I mentioned the handwriting to this student because they have been making a very conscious effort in writing better in all subjects and not just language arts.
Using the assessment evidence, what future instruction would you plan for each student? / I would continue working with this student on the multiplication facts and being able to explain how they arrived at the answer they did. / Throughout the rest of the lesson with this student I would ensure that they are following directions closely to make sure they are answering the multiplication facts that is being ask of them. / This student getting everything correct and being very proficient with their work would lead me to challenging them with the next level of math that we are learning.
Information has been adapted from the edTPA Elementary Education Assessment Handbook, January 2013. This assignment and template are being used to introduce the teacher candidates to the edTPA tasks and are not to be used when submitting information to Pearson for grading purposes. Also, the rubric created to evaluate this assignment is for grading purposes for ELED 4872 and is not an indication of the quality of work to be expected from Pearson. When submitting edTPA tasks to Pearson, candidates should refer to the edTPA Handbooks and the rubrics provided in them.
Low-Range Struggling Student
Middle-Partial to Basic Mastery Student
High-Complete Mastery Student
ELED 4872: SeminarTk20 Assignment, Fall 2014