EDTPA Task 3 Assignment
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Elementary Education - Literacy
Task 3: Literacy Assessment Commentary
ELE LITERACY ASSESSMENT COMMENTARY Practice Task 3
Respond to the prompts below (
no more than 10 single-spaced pages, including prompts
) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be scored. Attach the assessment you used to evaluate student performance (
no more than 5 additional pages
) to the end of this file. These pages do not count toward your page total.
1.
Analyzing Student Learning
a.
Identify the specific learning objectives measured by the assessment provided in LiveText.
[As an elementary education major, I conducted the assessment on elementary education literacy or ELE as the learning objectives to be measured.]
b.
Provide a graphic (table or chart) or narrative that summarizes student learning for the whole class. Be sure to summarize student learning for all evaluation criteria submitted for the assessment.
[ Students will be able to match a list of prefixes to their root words to form their spelling words for the week and will be able to use these words in context of a sentence of a story.]
c.
Use evidence found in the 3 student work samples and the whole class summary
to analyze the patterns of learning for the whole class
and differences for groups or individual learners relative to
the essential literacy strategy
related skills
Consider what students understand and do well, and where they continue to struggle (e.g., common errors, confusions, need for greater challenge).
[ After reviewing the three sample “What can I infer” worksheets supplied, I found that most students were able to identify a line from the poem. Most students were able to identify appropriate background knowledge according to the samples and the whole class summary graph. Students struggled with making an appropriate inference. There were some remarks that
demonstrated students were struggling with spelling and vocabulary. In conclusion, these students need to spend more time reviewing the background knowledge and how to make an appropriate.
Whole-Class Summary: Literacy Assessment
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Elementary Education - Literacy
Task 3: Literacy Assessment Commentary
]
d.
If a video or audio work sample occurs in a group context (e.g., discussion), provide the name of the clip and clearly describe how the scorer can identify the focus student(s) (e.g., position, physical description) whose work is portrayed. [ Video or audio sample is not applicable for practice task. ]
2.
Feedback to Guide Further Learning Refer to specific evidence of submitted feedback to support your explanations.
a.
Identify the format in which evidence of feedback was provided in LiveText for the 3 focus students. (Delete choices that do not apply.)
Written directly on work samples or in separate documents that were provided to the focus students
[The teacher did give direct feedback to all students regarding their inference worksheets. The feedback was written directly under each part of the worksheet and the teacher gave direct details as to what the students needed to improve on and if there were any spelling or vocabulary mistakes. The teacher also wrote positive feedback on these worksheets if students did a good job and made good inferences.]
b.
Explain how feedback provided to the 3 focus students addresses their individual strengths and needs relative to the learning objectives measured.
[ The feedback that was provided to the 3 focus students address their individual strengths because the teacher provided critiquing feedback as well as positive feedback. The teacher was
descriptive yet to the point with her feedback so that it was easy to understand, but not degrading. The teacher offered feedback to each student that was driven towards their individual responses as to what needed improvement. If the answer given was incorrect then the teacher provides feedback directing the student on how to get the correct answer. The teacher also corrected spelling or vocabulary used by writing out the correct spelling so that the Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.
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Elementary Education - Literacy
Task 3: Literacy Assessment Commentary
student can review this. The teacher gave detailed suggestions to each student on what each section was asking and how to find this information.]
c.
Describe your recommendation to support each focus student to understand and use this feedback to further their learning related to learning objectives, either within the learning segment or later.
[Student #1: This student was given feedback on the “In my words…” section that reminded them that this section is looking for background knowledge or what you already know by reading
the poem. The student restated the line from the poem instead or made an inference instead of stating the background knowledge. This student should use this feedback so that they realize that in this section when they are asking what this poem means in your own words that they will need to state a summary or the background knowledge they know about this poem.
Student #2: This student was given feedback on the “In my words…” section and the “I infer that” sections. The teacher gave this student similar feedback to student one and reminded them to use the in my word section to state background knowledge or what they already know about the topic and to use the I infer that section to make an inference about the author or the characters of the poem. This student can use this feedback in the future to remember to put background knowledge or a summary of the poem or story in the in my words section and to make an inference regarding the author or characters in the I infer that section.
Student #3: The teacher gave good feedback to this student as well by correcting their spelling/vocabulary mistakes so that they can improve on these. The teacher wrote an encouraging phrase at the top as well since this student was able to answer each section correctly and only had spelling mistakes on their worksheet.]
3.
Evidence of Language Understanding and Use When responding to the prompt below, use concrete examples from the student work samples as evidence.
You may provide evidence of students’ language use from the following sources:
1.
Use the student work samples analyzed in Literacy Assessment Task 3 and cite language use.
a.
Explain and provide concrete examples for the extent to which the students were able to use or struggled to use
selected language function,
vocabulary or key phrases, AND
discourse or syntax
to develop content understandings.
[ The worksheets show that all three focus students understood language use and had little vocabulary or spelling errors in their responses.]
4.
Using Assessment to Inform Instruction
a.
Based on your analysis of student learning presented in prompts 1b–c, describe next steps for instruction to impact student learning:
For the whole class
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Elementary Education - Literacy
Task 3: Literacy Assessment Commentary
For the 3 focus students and other individuals/groups with specific needs
Consider the variety of learners in the class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students needing greater support or challenge).
[ The teacher should review the worksheet with the whole class so that each candidate can evaluate their mistakes and so that the teacher can evaluate the understanding level of each student during this review. By reviewing the worksheet with the whole class, the teacher can answer any questions students may have, which will help their peers learn from these mistakes as well. The teacher should make sure to review how to gather the background info or information you already know for the in your own words sections since most students struggled with this and how to make a proper inference regarding the story, author, or characters in the poem or story.]
b.
Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory.
[By reviewing this information again after letting the students review the written feedback this will give each student another opportunity to see and hear the information multiple times on how
to identify the correct answer and information for each section.]
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.
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All rights reserved.
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The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.