Edtpa Task3assessmentcommentary

Elementary Mathematics
Task 3: Assessment Commentary
TASK 3: ASSESSMENT COMMENTARY

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. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 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 you chose for
analysis.
[In this particular assessment, which was used at the end of Lesson 1, students were assessed
on both content and language objectives in two different problems. The content objective was:
Use number line concepts to round numbers. The language objective was: Justify your answers.
In this particular lesson, students could show justification of their answers by telling which
number was closer or use the rule about halfway point.
As you can see in the chart below, students were required to do the following:
1. Find the number on the number line and label it
2. Color the number line using the strategy taught in Lesson 1
3. Identify which ten the number was closer to
4. Round the number to the nearest ten
5. Find and label the halfway point
6. Justify ONE the answers and write it on the back of the paper. (Sentence frames were
provided)]
b. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Assessment Task 3, Part D.
[
Number
Lines
Correctly
Labeled
Number
Lines
Correctly
Colored
Closer
#1
#2
Rounded
Identified
Halfway
Point
Students
Answer Justified
YES
Correct
Absent
2/2
2/2
2/2
2/2
Since 34 is not
past the halfway
point, I round
down.
#3
2/2
2/2
2/2
2/2
YES
Incorrect (X)
34 past the
halfway point, I
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round up.
#4
#5
1/2 -
1/2-
1/2-
1/2-
#2 Labeled
36 instead
of 34.
#2 Colored
as if
rounding 36
instead of 34
#2 Rounded
36 to the
nearest ten
instead of 34
#2 Same
as column
3
1/2 -
2/2 -
2/2 -
2/2 -
NO
Didnt label
at all
YES
Incorrect (X)
Since 34 is not
past the halfway
point I rond up.
Incorrect (X)
Since it closer to
the hp (halfway
point) I round
down.
#6
2/2
2/2
2/2
2/2
YES
Correct
Since 34 is closer
to 30 and you
rund down.
#7
2/2
2/2
2/2
2/2
YES
Correct
Since 34 is not
past the halfway
point, I round
down.
#8
#9
1/2-
1/2-
1/2-
1/2-
#2: labeled
36 instead
of 34
#2 colored
correctly but
wrong
number
#2 Rounded
36 to the
nearest ten
instead of 34
#2 Same
as column
3
2/2
2/2
2/2
2/2
YES
Incorrect (X)
Since 34 is past
halfway point, I
round up.
YES
Correct
Since 16 is past
the halfway point,
I round up.
#10
2/2
2/2
2/2
2/2
YES
Correct
Since 34 is not
past the halfway
point, I round
down. Since 34
is not closer to 40,
I round down.

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#11
2/2
2/2
2/2
2/2
YES
Incorrect (X)
Since 34 is not
past the halfway
point I round up.
#12
2/2
2/2
2/2
2/2
YES
Correct
Since 34 is not
past the halfway
point, I will round
down.
#13
2/2
2/2
2/2
2/2
YES
Correct
Since 34 is not
past the halfway
point, I round
down.
#14
#15
2/2
2/2
2/2
2/2 -
2/2 -
2/2 -
2/2
2/2
NO- 1/2
Correct
#2 circled
34 as
halfway
point
Since 34 is not
past the halfway
point, I round
down.
YES
Correct
Since 34 is not
past the halfway
point, I round
down.
#16
#17
1/2 -
1/2 -
#2 - labeled
the number
36 instead
of 34
#2 - colored
wrong at
numbers
0/2
1/2- colored
number line
at halfway
points
#1 and #2
were not
labeled
#18
2/2 -
2/2 -
2/2
2/2
NO
Incorrect (X)
unclear
34 is closer to 35
I round up.
YES
Correct
Since 34 is not
past the halfway
point, it round
down.
Absent

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#19
#20
0/2-
0/2
#1 and #2
were not
labeled
#1 and #2
were
incorrectly
colored
0/2
2/2
2/2 -
2/2
2/2 -
2/2
#1 and #2
were not
labeled
NO- 1/2
Correct
#1 circled
16 as
halfway
point
Since 34 is not
past the halfway
point, I round
doun.
YES
Correct
Since 34 is
before the halfway
point, round
down.
]
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
conceptual understanding
procedural fluency AND
mathematical reasoning or problem-solving skills
Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, confusions, need for greater challenge).
[Overall, most of the class did well within the area of conceptual understanding and struggled in
the areas of procedural fluency and mathematical reasoning. As you can see from the data
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gathered, 16/18 students were able to both correctly use the number line to round to the nearest
ten and tell me which ten the number that was being rounded was closer too. This tells me that
a majority of my students comprehended the concept of rounding. Furthermore, the two focus
students that got this incorrect were due to the fact that they rounded the wrong number. Focus
student #1 (EL Learner) and #2 (Struggling Reader) both rounded 36 to the nearest ten when
the problem asked them to round 34 to the nearest ten. Although this made their answers
incorrect, they still showed understanding of rounding in that they were able to correctly round
36 to the nearest ten. Additionally, 13/18 students were able to correctly color the number lines
to visually show which ten the number being rounded was closer too, thus this helped in
understanding what the number rounded to. 2 students colored at the halfway point and then 3
students, two of which were my focus students #1 and #2, again rounded the incorrect number,
thus colored incorrectly.
In the area of procedural fluency, I was looked for students being able to correctly label the
number on the number line as well as identifying the halfway point. Being able to complete
these steps showed me that students were able to carry out procedures accurately and
efficiently. 11/18 students correctly labeled the number on the number line. I was extremely
surprised by these results, as I was almost certain this would have been one of the areas with
the highest scores. Three students, focus student #1 and #2 being one of these three students,
labeled 36 instead of 34 which I believe caused the rest of their work to be incorrect. I also
had 4 students, focus student #3 (gifted learner) being one of these students, who simply did
not label the number line at all but the rest of their work was entirely correct. Within this group of
students that did not label the number lines are some of my higher achieving students. Knowing
this and seeing that the rest of their work was completely correct, I can infer that maybe for
these particular students the task might have been too easy and/or they may have not felt
challenged while also seeing the task of labeling the number line as an invaluable step for them.
Furthermore, 14/18 students were able to correctly identify the halfway point. My focus students
#1 and #2 did not identify the halfway point at all and the other two students whom labeled the
number they were rounding as the halfway point.
Lastly, a great amount of my students including two of my focus students had difficulty within the
area of mathematical reasoning. 12/18 students were able to correctly justify their answer. The
most common misunderstanding I found in student responses was their lack of distinguishing
whether the number was past the halfway point and if that meant to round up or down. For
example, two of the students responses were Since 34 is past the halfway point, I round up.
These two students understood that if a number is past the halfway, round up but had difficulty
in comprehending that 34 was not past the halfway point. Additionally, I had two students who
stated, Since 34 is not past the halfway point, I round up. Here, the exact opposite of
comprehension occurred in that the student was able to comprehend that 34 is not past the
halfway point but did not comprehend that if a number is not past the halfway, round down.
Furthermore, focus student #2 stated, 34 closer to 35, I round up. Although this student did not
identify the halfway point, she chose to use it in justifying her answer. I can assume that she
does not comprehend how to use the halfway point and furthermore does not have the
procedural fluency to accurately carry out the procedures within the concept of rounding.]
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.
[N/A]
2. Feedback to Guide Further Learning
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Refer to specific evidence of submitted feedback to support your explanations.

a. Identify the format in which you submitted your evidence of feedback 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
In audio files
In video clip(s) from Instruction Task 2 (provide a time-stamp reference) or in
separate video clips
If a video or audio clip of feedback occurs in a group context (e.g., discussion), clearly
describe how the scorer can identify the focus student (e.g., position, physical
description) who is being given feedback.
[All focus students feedback were written directly on the work samples but with focus student 1
and 2, I will submit a separate video clip where I met with each student individually to provide
them with additional support and understanding of their mistakes as I felt it was important to
address these misunderstandings before moving forward in the next lessons.]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[When providing feedback to my students, I like to provide them academic-based feedback,
questions to guide their thinking, and regardless of the students performance on the
assessment, I like to provide all students with positive feedback.
Focus Student #1: EL Student
Great effort - Keep working hard! Be sure to read directions carefully. You labeled, colored, and
rounded the wrong number but your work is correct Halfway point? Which number is halfway
between or directly in the middle the two tens?... When a number is NOT PAST the halfway
point, do we round up? THINK: Which number is it closer to?... Thank you for going the extra
mile and boxing the tens in! Know use this knowledge to help you justify your answer :)
Although the student answered the answers correctly, it was not what the directions asked for. I
acknowledged her correct work but I also wanted her to recognize the importance of reading
directions. Because she is an English Learner, I asked her multiple questions in different ways
to help her comprehend and understand in more than one way. Furthermore, I was sure to
recognize what she did well and encouraged her to use to help her justify her answer. In
thinking about the affective filter, I wanted to continue to motivate her to work hard and make
sure her self-esteem didnt diminish as a result of a low score.
Focus Student #2: Struggling Reader
Awesome effort - remember mistakes are a part of learning! :) Make sure you read all
directions x2. The wrong numbers were labeled and the coloring was incorrect - this doesnt
show me your accurate thinkingWhich two tens is 34 between? Which ten is 34 closer to?...
This (35) is the halfway point. How can you use the halfway point to justify your answer? Focus
student #2 struggled in a few different areas of this assessment. In our classroom, we
acknowledge mistakes as a part of learning and I try to continually remind students of this
because getting low scores can sometimes be discouraging to a student. Knowing that the
student struggles in reading, I encourage her to read the directions two times or more to
process all the directions. Additionally, I asked the student multiple questions regarding
incorrect answers versus just writing the answer. The purpose of this is to get the student
thinking and push her to trying to figure out where she went wrong. This also encourages
student participation and allows the student to revise their incorrect responses.
Focus Student #3: Gifted Student
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Great job! Always remember to read the directions carefully - you forgot to label your number
lines Did this exit slip challenge you?... I know coloring isnt your favorite, thanks for being a
great sport! Awesome job justifying your answer! Focus student #3 did exceptionally well on his
exit slip besides not labeling so I made the comment to read all directions carefully. Additionally,
I made the comment Thanks for being a great sport! because I want this student to recognize
that I am acknowledging he trying new things and completing tasks that he does not necessarily
enjoy. With constant acknowledgement, I hope to inspire and motivate him to continue to try
new things.]
c. Describe how you will support each focus student to understand and use this feedback
to further their learning related to learning objectives, either within the learning segment
or at a later time.
[During math rotations, I will meet with all of these students to discuss their feedback. I will
provide one-on-one support for focus students 1 and 2 to re-teach them the areas in which they
struggled. During this time, I will allow students to read the comments and give them time to ask
questions and then allow them to re-do the problems. During this time, I like to give my students
the opportunity to be the teacher and allow the students lead me through the steps and share
with me their thinking out loud. This will allow me to see where students might have gone wrong
in their comprehension of the concept and allows for the opportunity to catch the
misconceptions early in the lessons. Additionally, after students meet with me they will work on
hands-on activity with my Instructional Assistant allowing them to deepen their conceptual
understanding and procedural fluency. For my gifted student, I will be sure to recognize him of
his great effort and during this time I would I would present with activity to complete called Who
Am I? In this activity, the student will be provided with a list of 4 clues and 8 possible answers,
while each challenge continues to gradually get harder. The student will have to use these clues
to find the correct answer. An example of this is: I am a two digit number. I am 80 rounded to
the nearest 10. I am odd. My tens digit is even. The purpose of this activity will be to present
him with a fun and engaging challenge while also utilizing his higher order thinking skills.]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the video clip(s) and/or
student work samples as evidence. Evidence from the clip(s) may focus on one or more
students.
You may provide evidence of students language use from ONE, TWO, OR ALL
THREE of the following sources:
1. Use video clip(s) from Instruction Task 2 and provide time-stamp references for
evidence of language use.
2. Submit an additional video file named Language Use of no more than
5 minutes in length and cite language use (this can be footage of one or more
students language use). Submit the clip in Assessment Task 3,
Part B.
3. Use the student work samples analyzed in Assessment Task 3 and cite language
use.
a. Explain and provide concrete examples for the extent to which your students were able
to use or struggled to use the
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selected language function,

vocabulary and/or symbols, AND
discourse or syntax
to develop content understandings.
[My students use the language function of justifying their answer multiple times throughout
the three lessons. One example of where you can see it being used is with the student work
samples provided in Task 3. In this lesson, students were to justify their answers providing
justification and reasoning as to why they choose the answer they did. Because this was the
first lesson and the release of responsibility was not as high yet, students were provided
with a sentence frame to help them justify their answer. Students were instructed to choose
one of the two problems from the exit slip and write one sentence to justify their answer.
Student 1 wrote: Since 34 is not past the halfway point, I round up. Student two wrote: 34
is closer to 35, I round up. Student three wrote: Since 34 is before the halfway point, round
down. All students show the use of syntax through the use of writing a sentence but
through the varied responses in answers, you can see there was some struggle justifying
their answers correctly. Student three shows a perfect example of a correct justification,
student one showed misunderstanding the halfway point, and student threes answer
showed misunderstanding of overall. Another example that students can be seen practicing
using the language function is within my video provided for Lesson 3. During our class
discussion, I asked the students to share with me whether theyd round up or down if there
was only 1 ten in the tens place. Without asking the students for a justification of their
answers yet, I had one student volunteer to share his reasoning as to why he would round
down. As you can see, at 4:38 the student state If less that 5, it goes down and if it is
greater than 5 it goes up showing conceptual understanding of the concept being learned.
Additionally, at 14:25 you can see the class as whole practicing the justification of their
answers with the sentence frames provided before being released to practice it with their
partners. Furthermore, students also had multiple opportunities to practice using the
vocabulary throughout the lessons. One example where my students were able to
successfully use and understand the vocabulary word estimation was during the
anticipatory set in Lesson 1, which can be seen in my video file Language Use. Within
segment, having students guess the amount of skittles in the jar was tied into the concept
of estimating, which was later in the lesson tied into the concept of rounding. As students
made logical guesses, I wanted them to be sure they understood their reasoning and as you
can see at 1:45 in the video, we discuss why we would not guess there being 1,000 skittles
in the jar or 5 skittles in the jar. Furthermore, I wanted to connect the concept to a real-life
situation so I asked the students to think of a time they might use estimation. As you can
see at 2:34 in the video, I asked students to think about when they would you estimation and
I received wonderful explanation from one of my students stating she would estimate the
pennies in her jar. Additionally, during this discussion another student shared that it would
be good to estimate how much money was in that jar when she was ready to buy something
because if she did not have enough she would have to keep saving.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction:
For the whole class

For the 3 focus students and other individuals/groups with specific needs
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Consider the variety of learners in your 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).
[Based on my analysis of student learning in Lesson 1 and being that most of my students
conceptually understood the concept taught in this lesson, next steps as a class would be
continue to expand and deepen students conceptual understanding of rounding as well as
sharpen students procedural fluency with halfway point and finding the two nearest tens and
then hundreds, the number being rounded is closest too. This would alleviate wrong
answers or misconceptions while understanding rounding. Procedural fluency can be done
through the use of fun activities or games where students are thinking quickly to sharpen
these skills. These fun activities can be done in small groups or with partners. For the
students who arent as proficient in the concept yet, the can work in small groups with the
teacher or teacher aide to be sure that understanding and not continually making the same
mistakes. Furthermore, since most of my class struggled with the language function, I would
devote more time to practicing that and understanding how to properly justify their answer.
More opportunities to use and practice and understand the language function should be
given in the following lesson. The next steps of instruction for three focus students would be
to meet one-on-one to individually their needs. For my gifted student, I mentioned previously
I would give him a more challenging activity so that he felt motivated to do his best work. For
my other two focus students, on conference will be based on their struggles in the lesson
and re-teaching to understand the concept. Although there will be re-teaching, I will let
students lead to understand where they have been a misconception. Thus, procedural
fluency will also be practiced using the same activity or game as the rest of the class, just
differentiated to their level.]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[Social constructivism, which was strongly influenced by Vygotsky, promotes active learning
- learning by doing. The constructivism theory states that learners should discover
principles, concepts, and facts for themselves, which encourages learners in intuitive
thinking. Additionally, constructivist theorists emphasize that learning is a social process and
individuals make meaning through interactions with others. Through the use of implementing
activities and games, students are presented with the opportunity to participate in active
learning. Additionally, I am giving the students the opportunity to explore the concept in
manner other than lecture and allowing them to construct their own knowledge of the
concepts with their peers. Dialogue between the students allows for students to take another
persons perspective and incorporate new information. This would improve learning by
connecting what students know to areas that might need improvement. Also, students will
be presented with the choice to choose between which activity or game they would like to
participate. Studies by Bambara, Ager, & Koger (1994) found that providing student choice
increased student engagement and on-task behavior. Furthermore, according to Alfie Kohn
and in his article Choices for Children he emphasizes the importance of teachers sharing
the decision making with the children. Knowing that my students are easily to become off
task, I found these arguments to be captivating and feel it would be appropriate to facilitate
and allow for more student choice within the student's work.]

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Elementary Mathematics

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

Refer to specific evidence of submitted feedback to support your explanations.

selected language function,

For the whole class

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

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