CalTPA_C2_S3_J_AnalysisOfAssessmentResultsAndReflection

Instructional Cycle 2 Multiple Subject and Single Subject Part J: Written Narrative: Analysis of Formal Assessment Results and Reflection for Whole Class and 3 Students Template Multiple Subject and Single Subject Step 3: Reflect—Part J: Written Narrative: Analysis of Formal Assessment Results and Reflection for Whole Class and 3 Students Template Directions: Provide the following information for your class by responding to the following prompts (no more than 5 pages). Type your responses within the brackets following each prompt. Do not delete or alter the prompts. 1. With respect to the learning goal(s) from the learning segment, report on the content-specific progress of your whole class on the formal assessment. Complete the table below to briefly describe each learning goal and to provide the number or percentage of students who exceeded, met, or have not yet met the learning goal(s). Results of Formal Assessment Step 1 Learning Goal(s) Number/Percentag e of Students Who Exceeded Learning Goal(s) Number/Percentag e of Students Who Met Learning Goal(s) Number/Percentag e of Students Who Have Not Yet Met Learning Goal(s) By the end of the lesson, students will explain the main idea of a text and justify supportive key details, by creating a media product with Flip Grid. 3/12% 18/72% 4/16% By the end of the lesson, students will assess and evaluate the quality of their work based on a set of criteria using a self-assessment checklist. 5/20% 17/68% 3/12% By the end of the lesson, students will be able to summarize the main idea and supporting key details from a text by composing a paragraph. 7/28% 15/60% 3/12% Copyright © 2022 by the California Commission on Teacher Credentialing Page 2 of 2 1900 Capitol Avenue, Sacramento, CA 95811 5 pages maximum All rights reserved. V05

Instructional Cycle 2 Multiple Subject and Single Subject Part J: Written Narrative: Analysis of Formal Assessment Results and Reflection for Whole Class and 3 Students Template Add rows if necessary. 2. Analyze the formal assessment rubric results for students in relation to the content-specific learning goal(s) and ELD goal(s), if appropriate, and identify and describe patterns and/or trends of student errors, skills, and understandings for the group or whole class and, in addition, for the 3 students that represent a range of performance. Cite evidence from the assessment responses submitted for the 3 students. [After I analyzed the formal assessment rubric results in relation to the content-specific learning goal(s) and ELD goal(s), I noticed the following patterns, trends of student errors, skills, and understanding: the majority of students, 54%, could identify the basic main idea and only a few supporting key details; only a small percentage of students were able to articulate a thorough main idea and identify all supporting key details, while only 13% of students could not find or infer the main idea and could only identify one key detail. As a whole class, students demonstrated a basic understanding of a text’s main idea but struggled with identifying the correct corresponding key details supporting the main idea. Student 1 exemplified mastery of the learning goal(s) by stating a clear and thorough main idea and four precise and relative key details that supported the main idea from the text provided. Student 1 wrote complete sentences, included academic vocabulary from the text, and used correct grammar, spelling, punctuation, and proper essay and paragraph format, exceeding the learning goal. Student 2 wrote a main idea sentence and identified two key details but did not exceed the learning goal because of the missing key details and grammatical and sentence structure errors. Student 3 did not meet the learning goal(s). Student 3 wrote an incomplete sentence at the beginning of the paragraph that did not specifically identify whether or not the statement was the main idea of the story. This sentence indicates an incomplete main idea sentence. Student 3 identified two details but did not clearly explain the importance of the details or how they related to and supported the main idea of the text.] 3. What did the results from the formal assessment tell you about what was most and least effective about your instructional approach(es) in helping students achieve the learning goal(s) and ELD goals, if appropriate? [The results from the formal assessment told me that my most effective instructional approach(es) in helping students achieve the learning goal(s) and ELD goal(s) was using repetition and different UDL strategies that exemplified different representation, action, and expression. This was evident through the students’ answers in their ability to demonstrate the use of recall of the learning content from the previous two lessons. Another result that indicated an effective instructional approach(es) was using open-ended higher-order thinking questions. This was also evident in the student’s answers. Students demonstrated the ability to evaluate, analyze, and synthesize the text, instead of restating facts or copying the information. The results revealed that my least effective instructional approach(es) was not reviewing the formal assessment rubric before students completed the assignment so they were aware of the expectations. This was evidenced by the lack of complete sentences and improper essay format.] Copyright © 2022 by the California Commission on Teacher Credentialing Page 2 of 2 1900 Capitol Avenue, Sacramento, CA 95811 5 pages maximum All rights reserved. V05

Instructional Cycle 2 Multiple Subject and Single Subject Part J: Written Narrative: Analysis of Formal Assessment Results and Reflection for Whole Class and 3 Students Template from the text. I praised student 1 for including all the key details and for thoroughly explaining how they supported the main idea. I also recognized excellent sentence structure, spelling, and grammar usage. I pointed out to student 1, that including transitional words and phrases between paragraphs would have proven exemplary work.]  Student 2? [I expressed to student 2 that the first two sentences at the beginning of the paragraph were a great start and they identified the main idea, but combining the two sentences would have made a stronger and clearer main idea sentence. I complimented student 2 on identifying two key details that supported the main idea. I reminded student 2 to include more key details and provide more supporting evidence to strengthen the summarization of the text. I pointed out that it is not necessary to label the various parts of the paragraph. I did recognize student 2 on the effort made.]  Student 3? [Based on the rubric, the feedback I gave student 3 was that I could recognize the main idea sentence expressed a portion of the main idea but was missing a significant piece of what the story was about. I reminded student 3 to include the significance of what the story has to do with Snow Leopards living in the cold mountains. I reminded student 3 to explain why each of the details mentioned were important and how they related to the story’s main idea. I prompted student 3 to include more key details. I also explained that when writing a summary, proper grammar, spelling, and sentence structure must be used and that key details need to be written in sequential order.] b. How will you assist the whole class and these individuals to use this rubric-specific feedback to revise their work and/or take next steps to advance their learning? [I will assist the whole class and these individuals to use this rubric-specific feedback by focusing on strategies of how to find or infer the main idea of a text and how to differentiate between essential and nonessential key details that support the main idea. Students will review their scores from the lesson 3 formal assessment rubric to provide feedback for self- improvement which helps them to develop metacognition skills through understanding how they learn by reflecting on how they learn. By allowing students to review the scored rubric, students are given a more complete, holistic picture of their performance and students know exactly what is expected of them and what I will be looking for in the reteach lesson. The reteach lesson will be content specific based on the criteria sections of the rubric that students did not meet. We will complete a worksheet together, after which I will have students justify their answers by referring back to the text to locate supporting evidence. Next, students will complete a guided activity of identifying the main idea and key details from a short story. Finally, I will give students a rubric to use as they compose their paragraphs.] Copyright © 2022 by the California Commission on Teacher Credentialing Page 2 of 2 1900 Capitol Avenue, Sacramento, CA 95811 5 pages maximum All rights reserved. V05