1. edTPA Task 3
Assessment

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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

9. Feedback to Guide Further Learning See 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.

10. Analyzing Students' Academic Language Use See 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.

11. Assessment Informing Instruction See 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 were unable 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.

12. 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

13. Connection to Previous Lesson (Bugs, Bugs, Bugs)
Essential Literacy Strategy
RI 2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
Requisite Skill
4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

14. After Additional Lessons 2RI.2 Literacy Strategy
Task (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)

15. After Additional Lessons 2RI.2 Requisite 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

16. After Additional Lessons 2RI.2 Requisite 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

17. After Additional Lessons 2RI.2 Requisite 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

18. 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

19. 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.

20. Sample Rubric

21. Analyzing Whole Class Data Can also Analyze 3 Focus Students’ Data

22. Analyzing One Student’s Data

23. Write Glow and Grow
Be Specific – Relate to Learning Objective; Literacy Strategy; Requisite Skill

24. After Looking at all the Data and Before Determining Next Steps
Reflection Questions
Was 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?

25. What Next Steps Could I Take?
Model the Comprehension Process of:
Asking Questions
Determining 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…..)

26. Language Function Vocabulary
Questions: who, what, where, when , why ,how
Determining Importance – key ideas, details, most important
Explain
Topic
Main Idea
Gist
Mostly about
Paragraph
Support
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.

27. Anchor Charts/Sentence Frames
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…

28. Danielson’s Framework
What Domain?

29. Stop Light Assessment Write one post it only
Red: Did Something Stop Your Learning?
Yellow: What questions/ideas do you have?
Green: What did you learn?