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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. ELED 4872: Seminar Tk20 Assignment, Fall 2014
Transcript of eled4872residency1seminar.wikispaces.comeled4872residency1seminar.wikispaces.com/file/view/Ha… ·...
ELED 4872 Assessment Project ExplanationAssessment 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 InstructionExplain 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: Seminar Tk20 Assignment, Fall 2014
ELED 4872 Assessment Project TemplateTTU Candidate’s Name: Jamie Hanley Mentoring Teacher’s Name, Grade, and School: Mrs. Miller, 3rd grade, LaFollette Elementary SchoolDate of Lesson Observation: September 25, 2014Time of Lesson Observation: (from 7:45 to 11:45)Complete the template below by typing in the white area. Use as much space as needed to provide thorough evidence.
ELED 4872: Seminar Tk20 Assignment, Fall 2014
ELED 4872: Seminar Tk20 Assignment, Fall 2014
Lesson Objectives, Standards, & AssessmentWhat specific standards does the lesson address?
CCSS.ELA-Literacy.L.3.1.iProduce simple, compound, and complex sentences.
What learning objectives should students master?
The learners will also be able to recognize a compound sentence. The students will understand what a compound sentence is. The students will know how to use a compound sentence when they are
writing. The students will be able to take a compound sentence and make two
separate complete sentences.What assessment criteria (summative and formative) are used to analyze student learning?
As a review, the teacher let the students make their own sentences and then the students had to read their sentences to their group. The group has to decide if each sentence is a compound sentence. (Formative)
The teacher gave a quiz over breaking compound sentences into two complete sentences. (Summative)
Observation of LessonWhat questions does the teacher ask?
What makes a compound sentence? What are some examples of a compound sentence? How can we take two sentences and make them into one compound
sentence? How can we take one compound sentence and break it into two separate
sentences.What questions or responses do the students ask to demonstrate understanding?
The students gave examples several examples of compound sentences. They described compound sentences as sentences that use the word
“and”.How does the teacher use assessment to guide his/her instruction based on the students’ responses and actions during the lesson?
The teacher used the review to determine if they were ready for the quiz. The teacher used the quiz to see which students were struggling and
what the students needed more help with.
What verbal and/or written feedback does the teacher provide to the students during the lesson? Identify feedback as summative or formative.
The teacher says things like “good job” or when someone answered a question wrong the teacher asked “how can we make the sentence a compound sentence?”
On the quiz the teacher gave summative feedback. She wrote “Awesome” on the student’s papers that made a perfect score. For every student that made an eighty or below, the teacher stamped the paper with a stamp asking them to take the paper home and have it signed by a parent. The teacher explained that the parents can look over their students work so that the parent can understand what they are having trouble with at school. On Fridays, the teacher gives verbal feedback individually to students who need extra help based on their performance over the past week.
What other relevant information did you observe? For example, in what activities are the students engaged in to demonstrate mastery?
The students were writing their own sentences, listening to others sentences and also reading books looking for compound sentences.
The students had assignments during centers that were based around compound sentences. For instance, at the audio station they had to listen for compound sentences and then break the sentence down into two sentences.
Following the LessonAnalyze student work from the entire class. What patterns of understanding do you notice as a class, overall?
The assignment was for the students to break a compound sentence into two sentences.
The students all seem to have mastered that compound sentences can be broke into separate sentences.
They have also mastered what the complete thoughts are by demonstrating where to begin and end a sentence.
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.
ELED 4872: Seminar Tk20 Assignment, Fall 2014
Struggling to master:
ELED 4872: Seminar Tk20 Assignment, Fall 2014
Partial or basic mastery:
ELED 4872: Seminar Tk20 Assignment, Fall 2014
Complete mastery:
ELED 4872: Seminar Tk20 Assignment, Fall 2014
