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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
Written directly on work samples or in separate documents that were provided to the
focus students
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.
[ Feedback will be written directly on the work samples. ]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[For all of the feedback presented to my students, I always make sure to start with a positive.
That is exactly what I did with these three students; I wanted them to know that I appreciated
their response here and that I enjoy reading any of the responses. I attempt to keep feedback
positive, even when discussing the issues that they missed or that they seem to lack the
understanding needed to fulfill the requirements of that question. On an individual level, I
provided the three students with different positive feedback that similarly said the same thing.
For instance, if we look at Student 1s feedback, we can see that I wrote to her about my
enjoyment of reading her response in the first sentence. If you look at students 2 and 3, I
compliment them in similar ways in the first sentence of their feedback. The next area where I
point out their strengths is directly related to their learning goals; explaining what the Electoral
College is and how it is formed. Students 2 and 3 had no problems here; their feedback says
that they both did a job well done. Student 1, however, needed work on her basic facts and
concepts, and this directly falls under this category. I comment that she seems to be confused
as to how this system works exactly. Not only that, but I explain to her how the system is
supposed to work. This feedback provides her with a way to realize she might have made a
mistake with her writing, or that she wasnt able to explain her writing as well as she would have
liked. This starts on line 11 of her feedback and goes on for the rest of her feedback. This was
done to make her aware of her mistakes as well as stress the importance of the learning goal
which she failed to achieve. Students 2 and 3 received feedback on their missed information as
well; student 2 gets feedback on her persuasive examples where I explain her lack of detail in
those examples is what led to her earning a 3 and not a 4. This takes place on lines 10-14 of
her feedback. For individual feedback on a students strengths, I think its best to look at student
number 3s very first sentence of feedback. I immediately let him know that this is the best
writing that he has turned in to date. This connects back to everything he has turned in and lets
him know that his development as a writer is getting better and is improving his grade in the
class as a result. Its important for him to see this so he knows that, not only has his writing
improved, but that he has improved his writing with the proper requirements for this specific
assignment.]
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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.
[With the feedback I have given them on their work, I expect my writing to give the focus
students the exact feedback they need. In other words, I expect the focus students to
understand the feedback as it is written, which is why I attempted to write as much as possible
about their writing. I will instruct focus students two things when I hand them back their writing
assignments. One, I will instruct the focus students to come see me privately if they would like
to discuss their feedback privately if they are confused or if they disagree with what I have said.
I will also instruct them to carefully read my feedback because it will help them with information
they will see on their unit exams. I will encourage the students to read over both the positive
comments, the strengths, in order to see what was well done, and the negative comments, the
weaknesses, in order to see what is needed to achieve the missed learning objectives. This will
allow the focus students to review the missed information and make the corrections on their unit
assessment to achieve the learning goals. If the writing is not enough, I have no problem sitting
down with the students individually in order to help them understand the written feedback.]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the video clips and/or
student work samples as evidence. Evidence from the clips 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 clips 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
its easy to see that he has stopped using they or them. Instead, he formally addresses the
Electoral College as the Electoral College. Take line 9 of his answer for an example. He is in the
process of describing one of the reasons he disagrees with the process of the Electoral College,
and he does a great job of not referring to the Electoral College as it. There are times where he
does do this, but this is a vast improvement from his last writing assignment where everything
was so confusing due to his use of they or them or any other words that dont definitively
define a vocabulary word in a sentence. Lastly, the focus students proved that they could
analyze a complex issue. All three focus students made an attempt to look at the system form a
neutral standpoint and then after receiving background information, analyze what information
they had just received. Drawing attention to focus student number 2, she clearly pulls
information from her readings that goes against the Electoral College. After bringing in her
reasoning, she simply explains why all of those are bad; she analyzed the role of the Electoral
College. This was not only shown in the three focus students, but a majority of my class did the
same thing, or close to the same thing.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction to impact student learning:
more time to see where each student struggles and gives me more options to use in my
differentiation. By having my students with specific needs come in and working together to
figure out the gaps, it gives me more ideas of where I can differentiate my lessons to improve
the learning of those students.]
b. Explain how these next steps follow from your analysis of the student learning. Support
your explanation with principles from research and/or theory.
[The goal of this unit is to have students perform in a simulation. This simulation is meant to
show students how an election works with a very micro example of a classroom election. This
means that students have to be able to understand the basic facts and concepts of how an
election is run/how it works. I will model an explain to them how an election works and my plan
is to use the Gradual Release of Responsibility to have the students run their own election
during our class time. What I have analyzed is that my students will need more of a detailed
explanation on some of the abstract principles of the facts and concepts due to their scores on
their assessment. I would like to see more 3s than 2.5s. There is one clear way to make sure
my students fully understand these abstract principles; take more instructional time to clearly
model these principles to the students while having a larger list of probing questions in order to
make them think more critically. There is also the option of spending more time on their in class
group work. Activities like the one used for the writing assessment might need more application
time in order to fully understand some of those abstract principles. Sadly, with time restraints, I
believe that more instruction with more questions for discussion could provide a way for them to
develop their critical thinking. Clearly a majority of the students are missing some of the
connecting pieces in order to achieve a level 3 on this assignment, which will in turn result in
them missing some of those same pieces on their test. My goal is to be proactive for the rest of
my time in this role and help students achieve the level 3 or even a level 4. I need to reevaluate
my own modeling as well. With my feedback from my focus students, I hope to understand what
could be some potential areas that I need to improve on. This is an area where improvement
can be made from both the students and me as the instructor.]