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 2016

ELED 4872 Assessment Project TemplateTTU Candidate’s Name: Whitney Jackson Mentoring Teacher’s Name, Grade, and School: Mrs. Anna Harlan, 1st grade, Wartburg ElementaryDate of Lesson Observation: September 22, 2016Time of Lesson Observation: 10:30 am

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 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016

Lesson Objectives, Standards, & AssessmentWhat specific standards does the lesson address?

CCSS Language 2b – Use end punctuations for sentences.CCSS Foundational Skills 3 – Know and apply grade-level phonics and word analysis skills in decoding words.CCSS Speak/ Listening 4-Describe people, places and events with relevant details, expressing ideas and feelings clearly. 6- Produce complete sentences when appropriate.

What learning objectives should students master?

Identify things with sounds /r/, /w/, /j/, /k/, and /e/.Identify short vowel sound of e.Use adjectives in a complete sentence.Identify and spell high frequency words is, three, he, with, to.Identify plot of story, problem in plot, and solution to plot.Identify between real and fantasy.

What assessment criteria (summative and formative) are used to analyze student learning?

During a review the teacher uses formative assessment to determine if students are ready for the test by asking questions relevant to the testing content.After the review there is a summative test given to determine mastery of standards and objectives listed above.

Observation of LessonWhat questions does the teacher ask?

Q1: Tell me a clue I gave you to remember the sentence?Q2: What kind of word is here?Q3: Does this mean I cannot hear?Q4: Does this word mean number four? (for)Q5: How many things does a sentence have to have to be a real sentence?Q6: Can anyone tell me what fantasy is?Q7: Have you ever seen a baby pushed in a stroller?Q8: How do you know he is waving to the lady?Q9: Where do real fish belong?Q10: If you took this whole picture under water would it be real?

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

A1: A question word like where and what.A2: A sight word.A3: No, it just means like here is this paper.A4: No, it is like “will you tie my shoe for me”.A5: Upper case letter, period at the end, and it makes sense. (Complete thought)A6: Something that is made up.A7: Yes, I have so it should be real.A8: Because she is waving back in the picture.A9: In the water.A10: No people do not live under the water and you cannot push babies under water in a stroller.

How does the teacher use assessment to guide his/her instruction based on the students’ responses and actions during the lesson?

The teacher’s assessment is ongoing and formative during every lesson seen. This lesson was more about review before a test, which is summative. The teacher allows for formative assessment before the test by reviewing the students to check their readiness. Other than the review, there was not much discourse until after assessment. Self checking at the end of the assessment allows students to get immediate feedback and they can learn from mistakes. The teacher gauged understanding of the content on summative assessment by review before and self check after.

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

During the review lesson teacher provides immediate verbal feedback to students question about the upcoming summative assessment (test). This was used a formative feedback to guide discussion on review. Teacher provides questions to help prepare students. Formative feedback is given after the test when students are able to self -check work and teacher provides feedback as to why it is wrong. This helps students to realize why they got it wrong and how they should correct it.

What other relevant information did you observe? For example, in what activities are the students engaged in to demonstrate mastery?

During instruction and review students were engaged in discourse with teachers and other students. Students were given the chance to answer questions from the students and teacher during this time. Other than that, the students had the chance to self check and ask questions at the end of the test. Students were very engaged during this because they were eager to see what answers they got correct and why they got some wrong.

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 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016

ELED 4872: Seminar Tk20 Assignment, Fall 2016