Impact on Student Learning – Secondary English
The guiding principle of the teaching profession is that student learning is the goal of teaching. This
assessment reinforces and evaluates that responsibility by requiring that teacher candidates provide clear
evidence of engagement with student learning and the effects of such engagement. In meeting the
requirements of this assessment all English Language Arts candidates must demonstrate the ability:
1) to plan and carry out a particular teaching task with students;
2) to generate student performance data with respect to the task
3) to analyze the data for its impact on student achievement
4) to examine, through candidate reflection on the outcomes, what changes in teaching might
improve results.
Description
The assessment should be carried out during student teaching or field experience through a set of required
activities, ideally, but not necessarily, developed as a direct follow-up from the Integrated Language Arts
Unit Plan you created in the courses Methods, Materials and Management in Secondary English I and II.
The following activities are required:
1. Undertake a diagnosis (pre-test) of student learning in some area you will teach.
2. Plan an appropriate sequence of instruction to advance student learning based on the results of the
diagnosis
3. Teach the material in a way that engages students who bring differing background experiences,
knowledge, and learning needs to the classroom
4. Conduct a concluding assessment (post-test)
5. Document student learning that did or did not occur
6. Prepare a reflection on changes in teaching that might improve results that includes theoretical
analysis of unit
To document the above requirements, the following must be entered on the Impact on Student
Learning page of the portfolio system. This entry will be evaluated using the Secondary English
Impact on Student Learning Scoring Rubric.
a. Describe learning objectives, the pre-test and the results
b. Describe the instruction, including how it was shaped to meet learner needs
c. Describe the post-test and results
d. Reflect on the process as described in #6 above
e. Include at least one artifact which must be one of the following: the pre-test, the post-test,
or a graph, table or chart illustrating student learning
Because the focus of this assessment is engagement with student learning and providing an analysis of
your impact on that learning, you must provide evidence for meeting NCTE standard 2.0, Candidate
Attitudes. It is our opinion that dispositional considerations are paramount for ensuring student
engagement and for effectively planning and carrying out a program of evaluation to that end. In short,
this requirement aims at making this assessment authentic in terms of English Language Arts instruction.
In thinking about each of the activities included in the instructional unit—content, the sequence of
instruction, the diagnostic, instructional methodology, the post-test, the purpose of the results, and
reflective practice, you must be a model practitioner and display the professional attitude expected for
English Language Arts teachers.
DRAFT
Secondary English Impact on Student Learning Scoring Guide
Directions for Evaluators: Please use the following performance scale to indicate the candidate’s ability to meet the specific performance criteria (Required Assessment
Activity) listed below for the aligned NCTE standards
Needs Improvement (1)
Acceptable (2)
Target (3)
Performance task requirements, criteria, and/or levels of
performance are not sufficient or do not appear to cover the
elements of identified standards or data provided do not offer
convincing evidence of having a sufficient content knowledge
base to meet the ELA content standard listed.
Performance task requirements, criteria, and/or levels of
performance appear sufficient to cover the elements of
identified standards, and data provided offer convincing
evidence of having a sufficient content knowledge base to meet
the ELA content standard listed.
Strong performance task requirements, criteria, and/or levels of
performance are more than sufficient to cover the elements of
the identified standards, and the data provided offer evidence
of high levels of candidate performance that, in turn, suggests
an in-depth content knowledge base for candidates
Required Assessment Activity
NCTE Standard(s)
undertakes an effective diagnosis (pre-test) of student learning in some area the candidate will teach which:
demonstrates knowledge of students’ language acquisition and development
3.1.1
plans an appropriate sequence of instruction to advance student learning which:
assists students in developing habits of critical thinking
makes meaningful connections between the ELA curriculum and developments in culture, society, and education
uses instructional materials that are consistent with what is currently known about student learning in ELA
integrates assessment consistently into instruction by establishing criteria and developing strategies for assessment that allow all students to
understand what they know and can do in light of their instructional experiences
2.4, 2.5, 4.1, 4.1 (a)
teaches the material in a way that engages students who bring differing background experiences, knowledge, and learning needs to the classroom by:
creating an inclusive and supportive learning environment in which all students can engage in learning
using ELA to help their students to become familiar with their own and others’ cultures
engaging all students in reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of the learning experience in ELA
employing effective classroom management strategies with varied structures and techniques for group interactions and opportunities for feedback
and reflection
2.1, 2.2, 3.1.2, 4.2
conducts a concluding assessment (post-test) which:
assesses reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of the learning experience in ELA
assesses the effectiveness of strategies to interpret, evaluate, and appreciate texts in promoting student learning
3.1.2, 3.3.3
documents student learning that did or did not occur – including the inclusion of at least one artifact which is either the pre or post assessment, or a table,
graph or gradebook page illustrating student learning – including:
interpreting the individual and group results and drawing upon the information to inform instruction
4.10 (b)
prepares a reflection on changes in teaching that might improve results that includes theoretical analysis and which:
examines their own teaching performances in light of research on and theories of how students compose and respond to text
uses a teacher-researcher models of classroom inquiry
assists students in becoming monitors of their own work and growth in speaking, listening, writing, reading, enacting, and viewing
3.7.1, 3.7.2, 4.10 (c)
reports the results to their cooperating teacher (or unit head in case of alternative route candidates), field supervisor, and the ELA program coordinator
including:
explaining how students are assessed and interpreting assessment results
4.10 (d)
DRAFT