1. edTPA Task 3: Assessment
Emily Kang, PhD
Science Education
Adelphi University
CiCU Webinar
March 14, 2014

2. Purpose Analysis of the assessment task
Discussion of ways to support candidates' success in the immediate situation of student teaching
Suggestions on ways to cumulatively build stronger skills in this area across a candidate's program from a longer term perspective
Retaking Task 3

3. The Nature of Assessment
Assessment is inextricably linked to planning and instruction
Creating assessments that assess for content, skills, and language
Creating assessments and rubrics that align to objectives
What is the purpose of assessment?
Monitor and evaluate student learning prior to, during, and after instruction

4. Analysis of Task 3: Assessment
Rubrics associated with assessment
Rubric 3 (preassessment)
Rubric 5 (informal and formal assessments throughout instruction)
Rubrics (analysis of findings from 1 assessment)
Rubrics (Elementary Math)

5. Task 3: Assessment Requirements
Post-assessment
Rubric (how you will score post-assessment)
Summary of student learning chart and analysis of class set of work
3 samples of student work (focus students)
Give feedback (written or oral) – write directly on student work or type in commentary
Next steps for instruction based upon what students did/not learn

6. Examples will be shown from:
Childhood
Literacy
Math
Adolescent Science

7. Possible reasons for low scores on Task 3
Task 3 tends to be the lowest scoring task
Possible reasons:
Fatigue by the end of this process
Weak background in assessing student work, developing rubrics, aligning assessments to objectives and rubrics
PERSEVERE UNTIL THE END!
IT COULD MAKE THE DIFFERENCE BETWEEN PASSING AND NOT PASSING!

8. Interpreting the rubric score
Scale of 1-5
1 = huge concern
3 = where a candidate should be as a brand new teacher
5 = highly seasoned teacher who has been teaching many years. Very rare to assign 5 to candidate.
When scoring, Start at a 3. Are they stronger than 3? Then move up to 4.

9. Rubric 3 (from Adol Science)
While preassessing students is not required by edTPA, doing so may help candidates who are new to their placement quickly identify student learning needs and strengths.

10. Pre-Assessing Using Graphic Organizers
Define it…
Give an example…
Give a non-example…
Ask a question about it…

11. Math Example: Perimeter
Name:
1.Define “perimeter”
2. How do you find the perimeter of a polygon?
3. How much fencing would you need to put a fence around the yard in the picture?
4. What is the length of a side of an equilateral triangle with a perimeter of 18cm? Write 2-3 sentences describing how you would solve this.
160 feet
40 feet

12. EXIT CARD GROUPINGS Readiness Groups Group 2 Students with Group 1
some understanding
of concept or skill
Group 1
Students who are
struggling with the
concept or
skill
Group 3
Students who
understand the
concept or skill
Readiness Groups

13. Rubric 5 (from Elem Literacy )
Examples of assessments: Think pair share, kwl  informal assessments, Oral, written, diagrams, mapping
Make sure IEP/504 accommodations are met (longer time, scribe); if no IEPs/504s than not applicable
Level 4: multiple assessments in multiple ways throughout start out with KWL, then do think-pair-share, then do groupwork where they create multimedia, then give formative assessment  assessment is throughout.

14. Informal vs. formal assessments
Preassessment
Checking for understanding
Questioning strategies
Observation checklists
Exit cards
2-3 question quiz at the end of the period OR write down what you learned today)
Formal
Tests/quizzes
Authentic assessments:
Performance assessments
Portfolios
Projects
Lab report
Word problem
Essay
Assess students INDIVIDUALLY
(no KWL charts)

15. Sample formal and informal assessments – Elem Literacy
Language function: summarize
Differentiation of reading samples
show SS Elem Lit Assessments.doc

16. Rubric 11 (from Adol ELA)
Talking about whole class and supporting it with evidence
Assessment and results of assessment
Wonderful if candidate includes rubric results, pie chart, table of scores, etc.

17. How to Create A Rubric
1. What do you want students to learn from these lessons?
Determine standard/objective
2. How will the students show that they learned it?
Create activity/worksheet/assessment
3. What does a “passing score” look like?
Determine specific elements (criteria) student work must have in order to “pass”.

18. Creating Criteria for your Rubric
Rubric should have a balance of CONTENT (big ideas) and PROCESS (skills) criteria. Note: Language and Process can be identical.
CONTENT
PROCESS
Language Function SS
Facts and concepts
Interpretation and analysis skills; Building and supporting argments
Analyze, compare/contrast, construct, describe, etc
MATH
Conceptual understanding (Knows when to use a certain algorithm: factoring vs. quadratic formula)
Procedural fluency (Solve, calculate, convert, add, multiply)
Mathematical reasoning, problem solving skills
Compare/contrast
Conjecture, Describe, Explain, Prove
ENG
Comprehend, construct meaning from, interpret complex text
Create a written product interpreting or responding to complex features of text
Analyze, Argue, Describe, Explain, Evaluate, Interpret, etc
ART
Form and structure, Art context, Personal perspective
Production
Analyze, Compare/contrast, Critique, Question, etc
SCI
Science concepts
Science practices (carry out inquiry-based investigation, build model)
Analyze, Explain, Interpret, Justify with evidence
Sometimes content and process could overlap.

19. Creating Criteria for your Rubric
Rubric should have a balance of CONTENT (big ideas) and PROCESS (skills) criteria. Note: Language and Process can be identical.
CONTENT
PROCESS
Language Function
Elem Literacy
Essential literacy strategy, Reading/writing connections
Requisite skills
Analyze, Argue, Categorize, Compare/Contrast, , Retell Summarize, Describe, Explain, Interpret, etc
Elem MATH
Conceptual understanding
Procedural fluency
Mathematical reasoning, problem solving skills
Sometimes content and process could overlap.
Sped: 1 focus learner
Baseline data (preassessment and knowledge of student)
Two learning targets
Expressive and/or receptive communicatoin

20. Examples
Math
Content: Students will know the purpose behind solving a system of equations.
Process: Student can solve a system of equations.
Language: Students will write the process of solving the problem using sequencing words: first, next, then, last in explanation
English
Content: Students will know the importance of theme in a narrative text.
Process: Students will analyze an excerpt from MacBeth and identify the theme.
Language: Students will compare and contrast the theme from act 1 and act 2.

21. Examples Science/Social Studies Art
Concept: Students will know the concept _______ and list an example of it.
Process: Students will accurately reproduce a map/generate steps in lab procedure.
Language: Students will stake a claim and support their argument with 2 relevant pieces of information.
Art
Concept: Students will know the concept of _______ and the history behind its development
Process: (production skill)
Language: Students will compare and contrast two pieces of art that exemplify _______ .

22. Rubric Practice Look at your activity/worksheet
What are the key concepts your students need to know? (CONTENT)
How will they demonstrate it? (PROCESS)
How will they use language to demonstrate their learning? (Language function). Again, language and process can be idential criteria. 4
Exceeds 3
Meets 2
Does not meet
Content criteria
Process criteria
Language function
Not all criteria can be placed on a continuum. Sometimes, the students either got it or they didn’t.

23. Assessment results chart
Student
Content
Process
Language 1 2 4 3 5…

24. Adol Science
Scoring Guide for
Page 1 of lab

25. Scoring Guide for page 2 of lab

26. Scoring guide for page 3 of lab

27. Analysis culled from lab conclusion
Summary Chart of Whole Class Learning
Analysis culled from lab conclusion
from data table
from lab conclusion

28. Looking for patterns Who knows it? Who knows some of it?
Who knows nothing?
Who has misconceptions? Such as?
Focus students 1 2 3
Implications for future instruction
Show HSS example.

29. Another way of analyzing class results
Adolescent math example

30. To whom did I teach? Ordered students by pre-test
Divided them into groups by pre-score
Pre and Post tests
(one way of assessing student learning)
Especially useful for Math tasks

31. PRE and POST gains per group
Pre (blue)
Post (red)
High
Medium
Low

32. Concept (purpose of proportions)
What did I teach? Scores by category
PRE and POST Average Scores by Category
Concept (purpose of proportions)
Procedure (solving proportion)
Lang Function
(explain how you solved)

33. 2. Lesson Problem: Concept not adequately addressed in the lesson.
Explaining The Data: 2 possible reasons for poor results
1. Assessment problem: Question did not allow students to tell me what they knew about concept
2. Lesson Problem: Concept not adequately addressed in the lesson.

34. Pitfall to watch for
Assessment does not include opportunities for students to demonstrate content, process/language function.
Ex. Elem and Adolescent Math
Assessment only focuses on procedural fluency
(no opportunities for students to practice language function)

35. Rubric 12 (from Adol Science)
Student work samples + feedback (emphasis only on focus students)
In order to score Level 3 or higher: Feedback should be given consistently (similar amounts for each student; give as much feedback (positive and negative) for advanced students as well as for lower students
Difference between Level 3 and 4 is OR, AND
Feedback can also be provided in an audio file or in video clip during instruction

36. Evaluation Criteria
Adol Science

37. Student Sample A
p. 1

38. Student Sample A
p. 2

39. Rubric 13 (from Adol SS)
Candidate describes how students will use feedback to revise current work:
Ex: “If you redo and turn back into me then I will give you higher points”
Ideal candidate response on lesson on maps/diagrams: Need to label this better because that is what scientists/historians/mathematicians do.

40. Sample use of feedback from Elem Literacy Assessment Commentary
#2c. Describe how you will support students to apply the feedback to guide improvement, either within the learning segment or at a later time. My feedback is generalized to help students apply the essential literacy strategy beyond the learning segment. I will support all students in the class by conferencing with them independently in regards to their assessment. After going over the assessment with the student, I will ask each student for one concept related to making inferences that they feel they know well and can do, and one concept related to making inferences on which they feel they can improve. I will record what students say they feel confident in, and what they feel they would like to improve upon. Students will continue to use inferences in reading group instruction and in whole group ELA instruction. After a week, I will conference again with students and ask them to identify their progress in the self-identified area of improvement. By conferencing with students and having them reflect and self-assess, I will be able to help differentiate and key into their needs. In addition, I will continue to use Frayer model diagrams with this student, as well as other ELLs, since it is an effective tool in helping with word analysis and vocabulary. I will specifically support Focus Learner B in applying her feedback by having her bring her “Making Inferences” handout (mentioned in my comment to her) to our reading group. We can integrate this tool into our daily reading group lessons to look for inferences in the texts that we read. Together as a reading group, we will create a list of inferences in texts we read to connect this strategy to our learning.

41. Rubric 14 (from Adol SS) Level 2: only addressed vocabulary
Level 3: evidence that students demonstrated syntax or discourse
Make sure that it is consistent with what candidate identified as language function initially: analyze, explain, justify with evidence
Level 4: talk about patterns (including discussion of subgroups
Usually scores are between 2 and 3

42. Pitfalls to watch for regarding Academic Language
Candidates only focus on vocabulary instruction
Language function mentioned in Task 1 is not consistently taught in lessons
Language function is not assessed in formal and/or informal assessments
Candidates (and supervisors and professors!) have unclear idea of what syntax and discourse are.

43. Rubric 15: Next steps Criteria 1: next steps
Level 1: 2-3 sentences of saying everything went well.
Level 2: management – more time, not how to support student learning
Level 3: proposing general support focused on CONTENT
Level 4: differentiated learning: address how you will challenge smart kids, support struggling kids, watch this movie, extend the concept this way.
Candidates are generally tired by this point – score of 2 is common
Criteria 2: connection to research
If basic discussion there, then Level 3
If ties to improving instruction and more specific, then Level 4
If strong description of next steps but only superficial research; then can give Level 4
If some description of next steps but strong research, can give Level 4 (depends)

44. Rubric 15: Next Steps

45. Rubrics 16-18: Elem Math Stage 1: Analyzing student work:
Teach a learning segment of 3-5 hours of math instruction
Develop or adapt a formative assessment
Define evaluation criteria
Collect and analyze student work
Submit 3 student work samples that demonstrate an area of struggle and analyze errors or misconceptions related to struggle
Stage 2: Reengaging students in learning math:
Identify learning target based on student work analysis from stage 2.
Design and teach re-engagement lesson
Submit 3 student work samples
Evaluate effectiveness of the re-engagement lesson

46. Elem Math Re-engagement lesson

47. Rubric 16
Remember: assessment should provide students opportunities to demonstrate conceptual understanding and procedural fluency or mathematical reasoning/problem solving
Show MD Elem_Math Assessment Commentary.doc

48. Rubric 17

49. Rubric 18

50. Ways to support candidates’ success in the immediate situation of student teaching
Short term perspective:
edTPA seminar – there are so many technical and pedagogical layers to the edTPA that guided support is a must
Professors, supervisors should sign up to be scorers
Practice! Use real student work from candidate placements, tied to objectives – (art ed candidate comment – “I didn’t know what I was doing for assessment until I got to be in a real classroom context and knew what skills, content, language I wanted to emphasize with my students)
Practice in creating rubrics that align to candidate-created assessments

51. Factors beyond SOEs that nonetheless affect candidates’ ability to complete edTPA
K-12 schools’ tight adherence to Engage NY Common Core modules  affects candidates’ freedom to design inquiry-based curriculum
Teacher accountability/APPR constraints
Videotaping permission

52. Ways to cumulatively build stronger skills in this area across a candidate’s program
Long term perspective:
Connection to research and theory – foundations, methods courses
Academic language throughout coursework
Practice assessing real student work
Good student teaching placements where they can see exemplary planning, teaching, assessing modeled
Build strong ties to local schools – ease of videotaping

53. edTPA retake information
Who takes retake? Candidate does not pass state/local pass score
Retake options
$100 single task retake
Only 1 task at a time
Starting Fall 2014 – candidates will be able to take two tasks
After retake, new score carries over.
$300 entire edTPA retake
Submit retake documents to Evaluation System platform (Pearson)
Artifacts and commentaries – must reflect new planning, instruction, assessment

54. edTPA retake information
When retaking any portion of edTPA, revised or edited version of previously submitted artifacts or commentaries may not be part of the retake submission with 2 exceptions:
Context for learning information (for candidates using same class as original submission)
When doing TASK 2 only (candidates may use video clips from raw video footage from the original learning segment only if the retake portion of the video was not previously submitted. (So they can submit another part of the video that wasn’t originally submitted. The associated lesson plan can also be submitted.)
Candidates may use the same lesson plan(s) that accompany the video clips(s) if it was included in the original submission.

55. NYS minimum cut scores Elementary Education All other handbook areas49
All other handbook areas 41
World languages, Classical Languages 35

56. edTPA retake information
Entire edTPA retake
Submit all new tasks (1-3) (and Task 4 for elementary ed)
Retake can be done with same group of students as original submission.
Let’s say the overall passing score: as long as candidate meets overall passing score, they wouldn’t have to redo a particular task.
Single task retake (Ex Task 3)
Task 1 Part E: Planning commentary, prompt 4
Task 3 – all parts
If candidate retakes Task 3, has to be a new assessment.
Can use assessment from a different part of the same learning segment (that wasn’t submitted the first time). Cannot be part of the original submission.

57. How to decide to retake

59. In other words…
IF you need to retake edTPA, rather than starting over…
Videotape entire unit you are currently teaching (not just learning segment)
Collect all student for the unit

60. Actual Score Sheet Feb 2014
Adol.Science

61. Thank you! Other webinars Questions?
Special education (on edTPA AACTE site)
Early Childhood, World Language (CiCU)
Questions?