emily kang phd ekang@adelphi edu science education adelphi university cicu webinar march 14 2014 n.
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edTPA Task 3: Assessment

edTPA Task 3: Assessment

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edTPA Task 3: Assessment

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

  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 11-15 (analysis of findings from 1 assessment) • Rubrics 16-18 (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

  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 Group 2 Students with 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 • Formal • Tests/quizzes • Authentic assessments: • Performance assessments • Portfolios • Projects • Lab report • Word problem • Essay • 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) 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.

  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. 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 • 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.

  23. Assessment results chart

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

  28. Looking for patterns

  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. 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. 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