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Emily Kang, PhD [email protected] Science Education Adelphi University CiCU Webinar March 14, 2014
¡ 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
¡ 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
¡ Rubrics associated with assessment § Rubric 3 (preassessment) § Rubric 5 (informal and formal assessments throughout instruction)
§ Rubrics 11-‐15 (analysis of findings from 1 assessment)
§ Rubrics 16-‐18 (Elementary Math)
§ 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
¡ Childhood § Literacy § Math
¡ Adolescent Science
¡ 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!
¡ 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.
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.
Define it… Give an example…
Give a non-example… Ask a question about it…
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.
40 feet
160 feet
Students who are struggling with the
concept or skill
Students with some understanding
of concept or skill
Students who understand the concept or skill
Group 1
Group 2
Group 3
Readiness Groups
EXIT CARD GROUPINGS
¡ Examples of assessments: Think pair share, kwl à 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 à assessment is throughout.
¡ Informal § 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)
¡ Language function: summarize ¡ Differentiation of reading samples
¡ show SS Elem Lit Assessments.doc
• 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.
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”.
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
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
Sped: 1 focus learner Baseline data (preassessment and knowledge of student) Two learning targets Expressive and/or receptive communicatoin
¡ 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.
¡ Science/Social Studies § 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 _______ .
¡ 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
0 Does not meet
Content criteria
Process criteria
Language function
Student Content Process Language
1 2 2 1
2 4 4 2
3 4 4 2
4 3 3 3
5…
Adol Science Scoring Guide for Page 1 of lab
Scoring Guide for page 2 of lab
Scoring guide for page 3 of lab
Summary Chart of Whole Class Learning
from data table
from lab conclusion
Analysis culled from
lab conclusion
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
¡ Adolescent math example
• Ordered students by
pre-test
• Divided them into groups by pre-score
To whom did I teach?
Pre and Post tests (one way of assessing student learning) Especially useful for Math tasks
PRE and POST gains per group
High Medium Low
Pre (blue) Post (red)
PRE and POST Average Scores by Category
Concept (purpose of proportions)
Procedure (solving proportion)
Lang Function (explain how you solved)
What did I teach? Scores by category
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.
Explaining The Data: 2 possible reasons for poor results
¡ 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)
• 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
Evaluation Criteria Adol Science
Student Sample A p. 1
Student Sample A p. 2
¡ 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.
#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.
¡ 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
¡ 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.
¡ 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)
¡ 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
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
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
§ K-‐12 schools’ tight adherence to Engage NY Common Core modules à affects candidates’ freedom to design inquiry-‐based curriculum
§ Teacher accountability/APPR constraints § Videotaping permission
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
¡ 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
¡ 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.
¡ Elementary Education § 49
¡ All other handbook areas § 41
¡ World languages, Classical Languages § 35
¡ 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.
¡ 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
Actual Score Sheet Feb 2014 Adol.Science
¡ Other webinars § Special education (on edTPA AACTE site) § Early Childhood, World Language (CiCU)
¡ Questions?
