edTPA Task 3 Help - Educational Assessment & Accreditation

edTPA Task 3 Help - Educational Assessment & Accreditation

ASSESSMENT TASK 3: ASSESSING LEARNING Special Education Agenda Overview of Task 3

Task 3 Assessment Tips Choosing Student Samples Feedback Tips Prompt Questions and Rubrics Summary Task 3 Overview 1. Project Requirements: Use baseline data, daily assessment reports, and work samples from the

learning segment to analyze the focus learners progress. Note: progress toward learning objectives TIED to learning goal strengths continuing needs Task 3 Overview

Project Requirements: 2. Submit a copy of: Baseline data Completed daily assessment record of the focus learner for ALL lesson objectives Task 3 Overview Project Requirements:

3. Submit a copy of: One analyzed work sample to support your conclusions (must be individual, not group, work) If the learning goal is knowledge/skills related to literacy, math, social studies, or science, this should be a test, performance assessment, or assignment from the learning segment. Attach additional information at the end of the Assessment Commentary blank assessments, directions/prompts, blank data sheet, transcript of oral directions (no more than 5 additional pages)

Task 3 Overview Project Requirements: 4. Submit feedback provided to the learner based on the submitted work sample. (Must be evidence, not a narrative of what was said/written.) Feedback may be provided as an audio or video clip. If doing so, a transcript is strongly suggested.

Task 3 Overview Project Requirements: 5. Provide evidence of the focus learners use of the expressive/receptive communication skill identified in Planning Task 1 for participating in learning tasks and/or demonstrating learning. Expressive: speaking, writing, demonstrating Representational: using symbols, notation

Receptive: listening, reading text, pictures, signs Task 3 Overview Project Requirements: 6. Respond to commentary prompts after analyzing the focus learner's progress toward the learning goal. How to Choose Your Assessment

1. 2. 3. 4. 5. 6.

Start with the communication skillwhat action verb is driving your learning segment/project? Whatever function you chose, it NEEDS to be assessed along with the content paradigm. Now try and follow these criteria: Formalyou ARE grading this. Formativeit is building skill/content not the end product (summative is harder for feedback). NOT standardized. Feedback Friendlywork is shown by students to allow candidate to give feedback. Individualizedcooperative group work is engaging but it does not allow for the best evaluation of individual student understanding. Rubrics Helpusing a rubric helps provide clear grade criteria,

expectations, and even feedback. Lets take a look at a few examples from former and successful SPED Candidates! What kind of data should I analyze?

Successful candidates report more than progress on learning goals. Uncover patterns of performance, Identify strengths Identify needs Evaluate how your instruction facilitated learning Provide concrete evidence from student performance to support claims

Assessments Feedback Tips Requiredyou MUST give some sort of written feedback to the students on the target assessment for Task 3. 1. Feedback needs to be written on work sample and focused on content and function understanding first and foremost. 2. Rubrics are great for this because they allow you to pinpoint needs and easily identify strengths. 3. IF your assessment involves the creation of some product please do not assign too high a % to neatness and visual aesthetics, keep focus on content/function readiness. 4. Be sure Feedback is positive and suggests NEXT STEPS whether it be

remediation or enrichment. 5. Tie feedback to student strengths and continuing needs. 6. Explain HOW you facilitated the student RECEIVING and APPLYING the feedback. I will have more Feedback specifics as we delve into the Task 3 Commentary Prompts and I show you which rubrics address which questions.. Feedback

Must be the actual feedback provided to the learner. Provide clear, specific information about performance Align with analysis of learning for the learning goal. Address patterns in performance Attend to unique student work

Make learner aware of strengths and errors. Feedback Examples: Great job recognizing what who questions refer to people [academic goal] or You are doing better waiting for Mr. Fisher to finish before you start speaking [communication goal].

Non-examples: Good job or X. Provide Evidence of Expressive/Receptive Communication Skill You may use time-stamped video

references from Instruction Task 2. An additional video file named Communication Use (<5 minutes w/time-stamped references). Work sample (clearly label as evidence of communication skill). Rubric 11 Summary Rubric 11 is directly scored via Assessment Commentary Prompt 1Analyzing the Focus Learners Performance Do: Identify strengths and errors Describe types of planned supports (incl. error prevention)

Table/Diagram of performance on the assessment Make CLEAR, PLAUSIBLE connections between performance and specific elements of instruction Describe Patterns in the Learning based on performance on individual parts of the assessment. Pinpoint Strengths/Weaknesses and theorize on variables causing this to happen. Have actual evidence to refer to, like actual question responses from focus learner that support your statements. Example Narrative Analysis

Rubric 11 Summary Do NOT: Use Deficit Language to describe the focus learners performance on assessment. Make excuses. Refer only to right and wrong answers. Offer an analysis you cant support with evidence from student performance. Submit an assessment not aligned with the learning goal, lesson objectives, daily assessment record, work samples. Submit objectives that do not contain explicit,

operationally defined criteria for mastery. Rubric 12 Summary Rubric 12 is directly scored via Assessment Commentary Prompt 2: Feedback to Guide Further Learning Do: Show Clear and Direct Feedback Focus on Content AND Function Focus on needs and reinforcing strengths. Relate to learning goal. Include a strategy to address learning needs and connections to prior learning/experiences. Dont:

Just refer to right or wrong answers Ever use Deficit Language to address students Limit their Opportunities to improve Provide inaccurate feedback or feedback unrelated/severely mismatched with learning goal Rubric 13 Summary Rubric 13 is directly scored via Assessment Commentary Prompt 2: Learner Understanding and Use of Feedback Do: Provide explicit Remediation Options (or Enrichment) Describe how the candidate will help the learner use the

feedback Relate feedback to strengths Relate feedback to focus learner needs Relate feedback to the learning goal Dont: Fail to describe how the student can use the feedback. Fail to provide explicit feedback related to the learning goal. Ask for JUST Test Corrections JUST offer tutoring options without a deliverable of some sort Rubric 14 Summary Rubric 14 is directly scored via Assessment Commentary

Prompt 3Explaining the Focus Learners Use of Communication Do: Describe how the focus learner can be supported to move toward maintained use of the communication skill Provide evidence of how supports helped the focus learner use communication skill Explain/provide evidence of use of skill to participate Dont: Misalign communication skill and learning goal Provide explanation inconsistent with evidence submitted

Rubric 15 Summary Rubric 15 is directly scored via Assessment Commentary Prompt 4Using Assessment to Inform Instruction Do: Point out YOUR Strengths and Areas of Need in instruction and assessment Talk about Next Time you teach that content AND what you will do immediately to prepare for next unit/objective Use the analysis to describe implications for the focus learners IEP goals and/or curriculum Provide logical, sequenced instructional strategies related to specific needs of the focus learner Connect suggested strategies with current instruction Dont:

Suggest unachievable next steps Suggest implications not relevant to the lesson objectives or assessments Fail to describe next steps. Focus on ONLY process changes or adjustments like time on task or collaboration be more subject specific. Use Research arbitrarily, if you use it make sure it CONNECTS directly to your strengths and/or needs.

Recently Viewed Presentations

  • Minimum Data Set and the Framework for Sampling Dynamic Soil ...

    Minimum Data Set and the Framework for Sampling Dynamic Soil ...

    Tugel_MDS and FrameworkDSP_Florence Minimum Data Set and the Framework for Sampling Dynamic Soil Properties Arlene Tugel Soil Scientist Interpretations Staff, NSSC National State Soil Scientist Workshop March 17-21, 2008 Florence, KY Outline Overall strategy Minimum data set Comparison studies Sampling...


    Strong onshore flow into Monterey Bay Dynamic Topography Heart of the CUC Product of large scale gradients Relatively strong poleward flow CC weakening Max depth ~500m Dynamic Topography Both CC and CUC still apparent Breakdown of dynamic trough Overall weakening...
  • The Promise of Simple and Total Disinfection of

    The Promise of Simple and Total Disinfection of

    The Promise of Simple and Total Disinfection ofHospital Surfaces by Aerosolization of Peroxyacetic Acid. DENNIS G. MAKI, MD, AND MEGAN DUSTER, BS. University of Wisconsin School of Medicine and Public Health, Madison, WI
  • Unit 1: Our Colonial Heritage

    Unit 1: Our Colonial Heritage

    Political Debate. Supporters. War Hawks," Republicans who wanted to expand US territory into British Canada & Spanish held Florida. ... In the morning he observed that the American flag still flew over the fort and wrote a poem called "The...
  • GREENING Commercial Leases:

    GREENING Commercial Leases:

    GREEN LEASE? Any strategy that uses a lease to formalize the responsibilities between Tenants and Landlords with respect to a building's green practices. Such leases 'align' the financial and energy incentives of GREEN buildings to that both Tenants and Landlords...
  • 2012 SSTAGE RTI STAR Award Teasley Middle School

    2012 SSTAGE RTI STAR Award Teasley Middle School

    TIER 1 TIER 1 PROGRAMS PowerPoint Presentation RTI TERMINOLOGY TIER 2 (13% of population) Tier 2 Interventions TIER 3 (1% of population) Tier 3 Interventions TIER 2 & 3 PROGRAMS Attendance Rewards & Interventions RTI Teasley Style BELL SCHEDULE DOUBLE...
  • How to Raise Demand Throughout (very) Long Food

    How to Raise Demand Throughout (very) Long Food

    Key Differentiator The only data communications cabling available that can reduce the amount of smoke by up to 20 times less in the event of a fire. DuPont LCC Food Chain h Internet Value: Reaching Out to Conversationalists Monitor online...
  • Weinstein Ch 6: Making the Most of Classroom Time

    Weinstein Ch 6: Making the Most of Classroom Time

    Jacob Kounin's (1970) Disruptions to Activity Flow that he observed in Classrooms. Flip-flopping"- terminating an activity, starting another, and then returning to the first activity "Stimulus-bound events"- situations where teachers ar"e pulled away from an activity by an event or...