step 1_ Plan—Part C_ Written Narrative_ Assessment Descriptions Template calTPA cycle 2
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School
National University College *
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Course
CALIFORNIA
Subject
Mathematics
Date
Feb 20, 2024
Type
Pages
3
Uploaded by MateCrabPerson1847
Instructional Cycle 2
Multiple Subject and Single Subject
Part C: Written Narrative: Assessment Descriptions Template
Multiple Subject and Single Subject
Step 1: Plan—Part C: Written Narrative: Assessment
Descriptions Template
Directions:
Provide a detailed description of your planned assessments in response to the following prompts (no
more than 7 pages). If additional materials (e.g., observation notes, exit slips) need to be provided, add them to
the end of this template file (these count toward your 7-page maximum). Type your responses within the brackets
following each prompt. Do not delete or alter the prompts.
Informal Assessment
1.
Describe one informal assessment you plan to implement during the lessons. Explain how
the selected informal assessment is aligned to the content-specific student learning goal(s)
and how the assessment will provide students opportunities to demonstrate content
knowledge.
[ In the first lesson I implemented an exit ticket that consists of solving a system of equations by
graphing. After graphing they will need to analyze the interaction of both lines to classify the
solution of the system. They will need to use a complete sentence to justify their answer. This
assessment is aligned to the content goals because students will show that they know how to
graph equations in slope intercept form by identifying the slope and y-intercept of each
equation. Then they will show that they can analyze and interpret their graphs by correctly
classifying the system as a one solution problem. I purposely chose a system that has a one
solution so that students can show that they know how to write the solution for one solution
systems.Students will show knowledge of the content, by showing that they have understanding
of the steps they need to follow to find the solution by graphing correctly and by explaining their
reasoning in a complete sentence.
]
2.
Identify what you expect from the student responses to the selected informal assessment
and how you plan to monitor student understanding of content during the learning sequence.
If you provide instructional adaptations (accommodations and/or modifications) for the
student(s) during the informal assessment, explain why.
[I will provide students with a half worksheet that will contain systems of equations and a small
graph. They will be required to show the slope and the y-intercept for each equation. They will
need to plot multiple points for each line. They will need to show the point where the lines meet
for a one solution system. They will need to show they understand the content vocabulary to
explain their reasoning. With these elements I will be able to monitor where students need
more support. I will be able to identify any major instructional modifications that need to be
implemented for the upcoming lesson. For instance I want to know if students have a good
foundation in their background knowledge which is converting equations into slope-intercept
form and graphing those equations. I will also be able to determine their understanding of
systems and their solutions.
Copyright © 2023 by the California Commission on Teacher Credentialing
Page 1 of 3
1900 Capitol Avenue, Sacramento, CA 95811
7 pages maximum
All rights reserved.
V06
Instructional Cycle 2
Multiple Subject and Single Subject
Part C: Written Narrative: Assessment Descriptions Template
Student Self-Assessment
3.
Describe how you will engage students in self-assessment and/or reflection. Explain how the
student self-assessment rubric is aligned to the content-specific learning goal(s) and ELD
goal(s), if appropriate, and how it will provide opportunities for the students to reflect on and
advance their understanding of the content. If you provide instructional adaptations
(accommodations and/or modifications) for student(s) during the student self-assessment,
explain why.
[ After teaching the third lesson students will work in a worksheet with a system of equations.
Students will need to solve the given system by using each of the three methods. Based on the
work of this worksheet students will need to reflect in their learning. They will rate themselves
from 4-1, 4 being the highest on how they feel with each of the methods to solve systems of
equations. I will provide a rubric that will help them decide on what level they are on each of the
methods. The assessment explains each of the ratings for each of the content goals, students
will choose the rating on which they identify themselves. Students will then use this
self-assessment to identify the areas where they need additional tools and support.
]
Formal Assessment
4.
What content-specific learning goal(s) and ELD goal(s), if appropriate, are measured by the
formal assessment (e.g., content knowledge, skills, or abilities your students will
demonstrate)?
[ Students will show understanding of how to solve systems of equations by using three different
methods. They will show that they can solve systems of equations by graphing equations in
slope intercept form. They will show that they can analyze and interpret the graphs from a
system to state the solutions of the systems. They will show the ability to solve systems of
equations by using substitution, and they will show their ability to solve systems of equations by
using elimination. They will also show their understanding of how to classify the solution of a
system by using a complete sentence to justify their answer.]
5.
What evidence (product, process, or recorded performance) are you planning to collect or
observe from each student to determine that the specific learning goal(s) described in the
rubric have been met?
[ I will provide students with a paper quiz. The quiz will contain five problems that will
demonstrate if they meet the goals for each of the lessons. The quiz will help me collect data
on the strength of each students and on the areas they need more support. ]
6.
How will you use your rubric to define or identify successful evidence (product development
or demonstration of process or performance) that students have achieved the learning
goal(s)?
[ The rubric will measure students' understanding of the content and process of solving systems
rather than their mistakes. If students make a math mistake due to not simplifying correctly or
forgetting a negative, I will still evaluate their work. Regardless of those mistakes, if students
are able to demonstrate that they know how to follow the appropriate sequence of steps to get
to a solution and they are able to justify their reasoning by using adequate vocabulary they will
still show achievement of the content goal.
Copyright © 2023 by the California Commission on Teacher Credentialing
Page 2 of 3
1900 Capitol Avenue, Sacramento, CA 95811
7 pages maximum
All rights reserved.
V06
Instructional Cycle 2
Multiple Subject and Single Subject
Part C: Written Narrative: Assessment Descriptions Template
content goal ]
7.
If you provide instructional adaptations (accommodations and/or modifications) for
student(s) during the formal assessment, explain why.
[ My two students with 504s require accommodation for test/quiz. Both of them will only need to
complete four out of the five questions. The first four questions will still show their
understanding of the content and achievement of content goals. They will also be provided with
a calculator, which is part of their accommodations for their 504s. All 6 of my ELD students are
advance English Learner, but if necessary I will explain the questions of the quiz to their native
language (Spanish.)]
Copyright © 2023 by the California Commission on Teacher Credentialing
Page 3 of 3
1900 Capitol Avenue, Sacramento, CA 95811
7 pages maximum
All rights reserved.
V06
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