Common Assessment: Teacher Work Sample

Transition to Teaching: Secondary Education

Guidelines

Administration and Purpose. The Teacher Work Sample (TWS) is planned and administered during student teaching. The TWS is a unit of instruction in a subject area that fits within the normal scope and sequence of the candidate’s regular student teaching duties.

The overarching purpose of the Teacher Work Sample is to determine the degree to which candidates can teach to student mastery by using assessment data to modify planned instruction so that all students accomplish planned learning outcomes. The TWS also has these related purposes:• The demonstration of candidates’ ability to create learning outcomes, instruction and

instructional activities, and assessments.• The documentation of candidates’ ability to select and administer appropriate assessments,

both formative (e.g., checks for understanding) and summative.• The candidates’ ability to use data to make instructional decisions.• The degree to which candidates can modify initial instructional plans based on individual

student characteristics, and adapt planned instruction based on data analysis of student learning.

Content of Assessment. The Teacher Work Sample is divided into three sections. The first is the instructional plan. Candidates will write a unit of instruction that includes

the content to teach, along with individual lesson plans that cover the scope and sequence of the unit.

The second section is the assessment plan. The plan will include an initial pre-test designed to measure students’ knowledge of the planned content before instruction of the unit begins; formative assessments used to monitor student learning progress as the unit is taught; and a summative assessment or post-test to determine students’ mastery of the content at the conclusion of the unit.

The final section of the Teacher Work Sample is a professional reflection evaluating professional practice while teaching the unit, data-driven instructional decisions during the unit, and developing step for professional development at the conclusion of the unit.

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The Teacher Work Sample also includes the following alignments:

• Interstate New Teacher Assessment and Support Consortium (InTASC). The InTASC Standards outline the common principles and foundations of teaching practice that cut across all subject areas and grade levels and that are necessary to improve student achievement.

• International Society for Technology in Education (ISTE): The ISTE Standards provide a framework for rethinking education, adapting to a constantly changing technological landscape and preparing students to enter an increasingly global economy.

Diversity Thread. Teacher candidates are expected to adapt instruction, assessments, and the learning environment so all student, regardless of ability or difference, have an opportunity to have equal access to the curriculum.

The next page begins the directions for Teacher Candidates:

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Common Assessment: Teacher Work SampleTransition to Teaching: Secondary Education

Guidelines and Rubric

Distributed to Teacher Candidates

Assignment description: The premise behind this assignment is that teachers need to not only be deliberate and purposeful in designing instruction that enables students to meet learning standards and goals, but they also need to be able to document the degree to which that happens in their classrooms as a result of their teaching. Given that understanding, the purpose of this assignment is to provide pre-service education teachers with a deliberate, step-by-step process by which they design a unit of instruction along with an assessment plan designed to measure the growth in student learning that results from the planned instruction.

Tasks and procedures:1. Design an instructional sequence for a unit plan, which includes an assessment plan and

a minimum of five lesson plans.2. Design and administer a pre-assessment to students.3. Aggregate and analyze data from the pre-assessment.4. Develop and/or adjust instructional plans based on pre-assessment data.5. Deliver instruction.6. Design and administer a post-assessment to students.7. Aggregate and analyze data.8. Construct a data display showing both pre- and post-assessment data.9. Write a professional reflection on the process of completing the TWS, how data were

used to drive instruction, the impact on student learning, and steps for professional development.

Organization

The Teacher Work Sample is a thematic unit, either interdisciplinary or within one discipline, to be delivered over a five (5) day or class session period of time (or 5 lesson equivalency). The unit plan should be framed by constructivist practices. Activities should represent individual, small group, and whole class opportunities for learning with a balance of teacher-directed and student-directed activities. Candidates are provided several templates within the student-teaching course to aid in the organization and planning of the Teacher Work Sample.

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Instructional Plan

1. Student Context and Characteristics

Describe the characteristics of students in the classroom who must be addressed in the instructional and assessment plans. Include factors such as family structure, age, gender, race/ethnicity, special needs, achievement/developmental levels, cultural or community characteristics, languages other than English, and other factors that should be considered in the design of instruction and assessment. This description must express candidates’ knowledge of diversity, specifically how particular students in the class differ in development and approaches to learning than other students in the same class or those who are typically developing.

2. Unit Plan

Candidates will decide with the Cooperating Teacher on a topic of study for the Unit Plan. The unit plan must consist of at least five (5) lessons implemented during student teaching around a common topic either interdisciplinary or within a single discipline. Candidates must include unit goals, academic standards, formative assessments (checks for understanding, end-of-lesson), summative assessments (pre-/post-assessments), and differentiation aspects. A sample unit plan may have, but is not limited to, this sequence:

Day 1: Lesson 1: Pre-AssessmentDay 2: Lesson 2Day 3: Lesson 3Day 4: Lesson 4Day 5: Lesson 5: Post-Assessment

3. Lesson Plans

A minimum of five (5) lesson plans that include the elements described in the SOEL Transition to Teaching Common Lesson Plan Template, including detailed procedures for planning and delivery of the lesson closely linked to unit goals. The lessons must be spread over at least five (5) class periods and/or days. While Lessons 1 and 5 include the pre- and post-assessments, short mini-lessons or an activity within these lessons are acceptable and often required to meet the unit goals and individual lesson objectives. The instructional strategies should include a wide variety of constructivist and hands-on learning experiences as well as technology to deliver content and for student performance and production. All five (5) lesson plans must be submitted.

Assessment Plan

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Collecting and analyzing data must be part of the teaching process to be sure instruction is meaningful. It is also important to use a variety of different assessment tools. Within each lesson plan, candidates will use different assessment tools to determine if students have learned what has been taught.

Candidates must conduct a diagnostic pre-unit assessment of the unit to see what the students already know and/or can do aligned to the content and standards of the unit. The data yielded for the pre-assessment will inform candidates how to adapt instruction to students’ performance levels. A post-assessment is then administered at the end of the unit to determine students’ levels of mastery of skills and/or content taught during the unit.

The Assessment Plan must include:

1. Pre-Test and Post-Test

Pre-Test. A first step in this process is administering a pre-test over the skills and content that will be taught in the unit. Candidates can do this in the form of a test, graphic organizer, or other tool as long as the tool yields individual scores for students.

The pre-test will provide an evaluation of the needs of the so candidates can begin differentiating instruction for individual students. The conclusions from the data will describe which individual students need adaptations for instruction so all students have an equal opportunity to master the skills and content.

Pre-test. Considerations and required elements:a. aligned with unit plan standards and learning objectives;b. appropriate for the level and subject area;c. clear criteria for assessment of student performance. If the assessment of

student performance is subjective, a rubric must be developed that includes the essential elements of the performance, and descriptors of unacceptable, acceptable, and exemplary levels for each element.

d. Data analysis and description. The pre-test data must be aggregated and displayed in a form that can be readily analyzed and described, and from which conclusions can be drawn about student understanding and mastery of the learning outcomes.

NOTE: the pre-test must be included as part of the TWS instructional sequence.

Post-Test. To show evidence that the students actually achieved the target identified in the lesson plan objectives and unit goals, candidates must give a post-assessment to see how much learning took place.

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Post-test. Considerations and required elements:a. To ensure that accurate conclusions can be drawn about the degree to which

student learning has increased as a result of the instructional sequence, the post-test must be either the same as or equivalent to the pre-test.

b. The post-test data must be aggregated and displayed in a form that can be compared to pre-test data, allowing for ready analysis and description of the differences. See Reporting Results, below.

NOTE: The post-test must be included in a lesson plan in the TWS instructional sequence.

2. Formative Assessments

It is essential during lessons that teachers periodically “check” students’ understanding and content and procedures being taught. These formative assessments are integrated into the lesson to influence moment-by-moment instruction. These checks for understanding could be as simple as putting a “thumb up”, “thumb down”, or “thumb sideways” for the students to tell you their level of understanding. Based on anecdotal notes of how many have high understanding (“thumbs up), low understanding (“thumbs down), or middle-level understanding (“thumb sideways), a candidate can give another explanation, another few practice problems, or extra time for questions where students can clarify their misunderstandings during the lesson.

Formative assessments can also occur as the end-of-lesson assessment to determine mastery of the lesson objective. From this information gathered at this juncture, a teacher can determine if reteaching the skill or content needs to occur in the next lesson or if the teacher can move on to the next skill or piece of content.

The use of formative assessments in the checks for understanding and at the end of the lessons are most often not for a grade, however, the end-of-lesson assessments can be graded if deemed necessary or appropriate. Both checks for understanding and at the end of the lesson assessments reflect the ongoing, continuous process of using data meaningfully in teaching.

3. Student Data Analysis

The purpose of the culminating data display is to document the growth that occurred in student learning as a result of instruction. This section shows candidates’ ability to produce expected student learning outcomes.

The minimum expectation for this section includes a table or graph with data for each student’s pre- and post-test results (see example). Pre- and post-test results may be reported in separate data tables, but the ultimate goal is to document the extent to which student learning improved as a result of instruction. Required elements:

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a. Include the Pre/Post-test instrument(s);b. Impact on Student Learning (Quantitative): Create and include data table(s)

comparing pre-test scores and post-test scores for individual students. Then, in narrative form, describe a skill or piece of content on which students’ scores were weak (list the average score) and the instructional decision you implemented to address the weakness. Then, describe the students’ growth (list the average score) on that same skill or piece of content.

NOTE: The following tables and graphs show examples of how to display students’ pre/posttest scores using in Microsoft Excel.

Period 1Student

sPre-Test

Post-Test

A 7 7B 4 11C 5 8D 6 8E 6 11F 4 11G 5 10H 5 10I 7 12J 2 4K 7 11L 5 10M 3 8N 4 8O 4 9P 3 11Q 4 11R 1 6S 4 7T 5 9

AVG. 4.5 9.1

This page shows a display chart in Microsoft Excel from your pre- and post-test data.

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Period 2Student

sPre-Test

Post-Test

A 4 7B 7 10C 2 7D 5 7E 3 5F 6 10G 5 9H 5 9I 2 11J 2 6K 4 8L 6 8M 4 10N 6 11O 6 7P 4 10Q 1 6R 2 6S 3 8T 2 7

AVG. 3.9 8.1

The next section shows an example of a simple data table and graph comparing class averages for pre- and post-tests.

Period 1 Period 2Pre-test Avg 4.5 3.9

Post-Test Avg

9.1 8.1

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Professional Reflection and Development Plan

Reflecting on lessons that have been delivered allows candidates to evaluate their own teaching practices in order to discern successful and unsuccessful aspects. This component of the TWS reflects the entire experience with the TWS. Candidates should reflect on each lesson’s successes and challenges to guide responses to the following prompts. (Use the included headings.)

a. Effectiveness of Curriculum, Instruction, and Assessment. Describe aspects of the TWS Unit Plan that were successful and unsuccessful in learning the objectives with a rationale for the success or lack thereof grounded in theory/research

b. Lesson Adaptations. Describe an instance when you adapted instruction for students’ needs and learning goals. What do you believe were the two greatest barriers to learning for your students in this unit? Focus only on factors you can control.

d. Professional Development Plan. Determine two steps for improving your professional teaching practice based on reflection and analysis of design, implementation, and analysis of Teacher Work Sample.

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Common Assessment: Teacher Work SampleTransition to Teaching: Secondary Education

Scoring Rubric

Instructional Planning

Novice1

Developing2

Target3

Exemplary4

Student Context and

Characteristics

INTASC 2(g)

InD-S 1.4, 1.5, 1.6

Diversity

Displays minimal or inappropriate knowledge of student characteristics and does not make adequate connection to the effect on student learning.

Displays limited basic knowledge of student characteristics with emerging attempts to connect factors to student learning and the correlation with unit standards, goals, and learning activities could be stronger.

Explains general description of students including some information about development, interests, culture, abilities, or family with proficient attempts to connect factors to student learning considering in terms of unit standards, goals, and learning activities.

Provides a rich description of students including information about development, interests, culture, abilities, family; and professional explanation of how these factors may affect student learning considering the standards, goals and learning activities of the unit plan.

Unit Plan

InTASC 7(c)

InD-S 3.3

The unit plan scope and sequence is missing or is haphazardly designed.

The unit plan scope and sequence is planned but is not well-designed. There are several clarity issues.

The unit plan scope and sequence meets expectations in its organization, with at least 5 days/class sessions, and appropriate pre/post assessments. There are 1-2 clarity issues.

The unit plan scope and sequence exceptionally well-designed and organized with at least 5 days/class sessions, and appropriate pre/post assessments. Able to be replicated/implemented in

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another setting without question.

Instructional Strategies

InTASC 7(a)

InD-S 3.4

Inappropriate or lack of variety in teaching/learning strategies.

Lessons incorporate a narrow variety of developmentally appropriate teaching/learning strategies.

Lessons incorporate a variety of developmentally appropriate teaching/learning strategies.

Lessons incorporate a variety of intentional developmentally appropriate teaching/learning strategies that focus on the partnership between the content and the learners; specific to best practices in academic disciplines.

Technology

InTASC 7(k)

ISTE 2c

InD-S 3.14

Inappropriate or gross lack of technology utilized by student and candidate

Technology underutilized or utilized for mundane tasks by students and/or candidate

Technology appropriately utilized with emerging balance in student use and candidate use

Technology appropriately integrated in both student performance and production and purposeful use by candidate for content delivery

Assessment Plan

Novice1

Developing2

Target3

Exemplary4

Pre-testPost-test

INTASC 6(b)

The pre-test and post-test assessments are haphazardly developed; little thought has been given to alignment with lesson

Pre- and post-test assessments are included in the assessment plan; the alignment between assessments and lesson objectives is weak and/or the assessments

The pre-test post-test assessments are well developed, are aligned with lesson objectives, and are appropriate for the knowledge and/nor skills

The pre- and post-tests are skillfully developed and are highly correlated with lesson objectives. The alignment between assessments and

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objectives; assessments are not appropriate for the knowledge and/or skills being assessed.

may not be appropriate for the knowledge and/or skills being assessed.

being assessed. lesson objectives is strong and clear.

FormativeAssessments

INTASC 6(e)

InD-S 4.3, 1.2

Diversity

Formative assessments are not included in the LP and/or are not well developed; little correlation exists between assessments and lesson objectives.

Formative assessments are included in the lesson, but there are too few for the breadth or depth of the knowledge and/or skills being taught; the correlation between assessments and lesson objectives could be stronger.

Formative assessments are well developed; a variety of assessments are included, each related to the instructional objectives.

Formative assessments are skillfully developed and planned. A wide variety of assessments are included, with consideration given for students of varying abilities and circumstances. All assessments are highly correlated with instructional objectives.

Impact on Student Learning

(Quantitative)

INTASC 6(t)

InD-S 4.5

Impact on student learning narrative statement describes candidate’s limited ability to use data to improve student learning. Data table(s) and graph(s) attempt to

Impact on student learning narrative statement attempts to describe candidate’s ability to use data for student learning. The table(s) and graph(s) describe individual student’s pre- and posttest

Impact on student learning narrative statement describes candidate’s ability to use data for student learning. The table(s) and graph(s) describe individual student’s pre- and posttest scores and the

Impact on student learning narrative statement describes candidate’s ability to use data for student learning. The table(s) and graph(s) describe individual student’s pre- and posttest scores and the average

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compare post-test to pre-test learning results or they are missing.

scores and the average improvement for all students from pre- to posttest. Data table(s) and graph(s) have aspects that are unclear or inaccurately labeled. 3 or more clarity issues.

average improvement for all students from pre- to posttest. Data table(s) and graph(s) have appropriate organization and accurate labels. 1-2 clarity issues.

improvement for all students from pre- to posttest. Data table(s) and graph(s) have appropriate organization and accurate labels. No clarity issues.

Professional Reflection and Development Plan

Novice1

Developing2

Target3

Exemplary4

Effectiveness of Curriculum,

Instruction, Assessment

InTASC 9(c)

InD-S 6.7

The reflection and self-evaluation section is not included or is poorly developed.

The reflection and self-evaluation section is included, but not all self-answer questions are addressed and/or the analysis could be developed in more depth.

The reflection and self-evaluation section is well developed; all LP self-answer questions are addressed in the response.

The reflection and self-evaluation section is exemplary for the depth of thought and the level of analysis of the instructional and assessment issues involved in the TWS process.

Lesson Adaptations

9(g)

InD-S 6.7

Modifications to instruction are based on general analysis and marginally link to student needs or learning goals

Modifications to instruction are based on general analysis and marginally link to student needs or learning goals

Modifications to instruction are based on analysis and are aligned with student needs or learning goals

Modifications to instruction are based on exemplary analysis and are made to align with student needs and learning goals

Professional Development

Plan

Professional development plan lacks connection to

Outlines professional development plan considering

Designs personal professional development plan linked to Teacher

Designs personal professional development plan based on analysis

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InTASC 9(k)

InD-S 6.7

Teacher Work Sample.

Teacher Work Sample.

Work Sample. and reflection and linked directly to Teacher Work Sample.

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