ELED 4872 Assessment Project ExplanationAssessment Project: The purpose of this project is, first and foremost, to help teacher candidates develop skills in assess-ing elementary students’ learning. Candidates will complete parts of the EdTPA Task #3: Assessing Student Learning com-ponent. (This EdTPA task will be required in its entirety for Residency II, so a second purpose of this assignment is to intro-duce 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 inde-pendently 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. Con-sider 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 dur-

ing 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 stu-dents.

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 2016

ELED 4872 Assessment Project TemplateTTU Candidate’s Name: Jacob Hatmaker Mentoring Teacher’s Name, Grade, and School: Michelle Irons, 5th Grade, Norris ElementaryDate of Lesson Observation: 9/20/16Time of Lesson Observation: 8:00 a.m.

Complete the template below by typing in the white area. Use as much space as needed to provide thorough evidence.

Lesson Objectives, Standards, & Assessment

What specific standards does the lesson address?

RL.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

What learning objectives should students master?

Student will accurately quote information from text and use schema to make infer-ences about the text to answer questions.

What assessment criteria (sum-mative and formative) are used to analyze student learning?

Summative: Worksheets evaluating students’ knowledge of the story “The Hatchet”

Observation of Lesson

What questions does the teacher ask?

Why would the author bold the first sentence of the chapter?What do you think Brian will find inside the survival pack?Why does Brian feel strangely holding the rifle?

What questions or responses do the students ask to demonstrate understanding?

What does ordeal mean?

How does the teacher use as-sessment to guide his/her in-struction based on the students’ responses and actions during the lesson?

Today is finishing the last chapter of the book. Prior to now, the class has en-gaged in discussion about the book over ten days.

What verbal and/or written feed-back does the teacher provide to the students during the lesson? Identify feedback as summative or formative.

Mrs. Irons asks for predictions for what will happen to the main character in the last chapter. She also specifically asks for predictions about what Brian may find in the survival kit in the plane he is trying to recover.

What other relevant information did you observe? For example, in what activities are the stu-dents engaged in to demon-strate mastery?

The assessment for “The Hatchet” is completed during the same time that the stu-dents are also working on summative assessments from their unit on the Civil War and plural possessive nouns for Language Arts.

Following the Lesson

ELED 4872: Seminar Tk20 Assignment, Fall 2016

Analyze student work from the entire class. What patterns of understanding do you notice as a class, overall?

Overall the class got most of the literal level questions. However, there are three questions that require some inferring and deeper thinking that the students strug-gled with. One question asks why Brian feels changed when he holds the rifle and matches, but hardly any of the kids understood why. This question was even ad-dressed by the instructor during the reading. The only literal level question that was difficult for them seemed to be about the emergency transmitter in the sur-vival pack. Many of the students seem to believe that the question is referring to Brian’s reaction at being rescued, not what he actually did in the story to be res-cued.

3 Focus Students Student 1 (struggling to master)

Student 2 (partial to basic mastery)

Student 3 (complete mastery)

ELED 4872: Seminar Tk20 Assignment, Fall 2016

Select three student work sam-ples which demonstrate varying mastery levels (struggling, par-tial or basic, and complete). De-scribe each student’s level of mastery using specific evidence.

The student missed four questions. However cor-rectly answered the ques-tion about the emergency transmitter others were troubled by. Two of the questions had answers unrelated to the ques-tions.

The student missed two questions. I have placed this student as my “mid-dle student” because while she answers the questions fairly well, there were more appropriate answers that would have fit. She demonstrated fair knowledge of the text but perhaps needed to reread.

The student missed one question regarding the transmitter. She has ex-cellent understanding of what the questions are asking, and provides di-rect evidence from the text.

Based on the lesson observation and the work samples, what specific written and/or verbal feedback would you provide for each of these students?

Formative: Your answers are well stated and di-rectly linked to the story, but be careful to read each question carefully and fully understand what it is asking before trying to answer.

Formative: Are the an-swers that you have for your questions the best possible answers, or could there be a detail or idea that fits better?

Summative: Your an-swers were all very de-scriptive and directly from the story which is excel-lent. Make sure if you don’t know what the question is referring to, reread the part of the book that’s related.

Explain how the feedback pro-vided to the three focus students addresses their individual strengths and needs relative to the standards/objectives mea-sured.

The main issue that all the students had was knowing what the question was ask-ing. Overall the students were very knowledgeable about the plot, and even the incorrect answers were true to the actual story, just not appropriate answers. Making sure that they know the information that they need to relay is key to using the text to quote accurately.

Using the assessment evidence, what future instruction would you plan for each student?

I would make a lesson about breaking apart questions to find out exactly the infor-mation that’s needed to answer it. This was the overall struggle in this class, their listening skills during the read-along were acceptable, but they just need to slow down and figure out what is being asked of them.

ELED 4872: Seminar Tk20 Assignment, Fall 2016

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 informa-tion 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 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016