Impact'on'Student'Learning'(Secondary'Math)''
'
Directions:''
During'your'teacher'education'coursework'and'field'based'experiences'at'American'University,'you'
have'explored'and'used'many'assessment'techniques.''In'your'courses'and'classroom,'you'have'
diagnosed'student'prior'knowledge'through'the'use'of'pre@assessments,'created'lessons'based'on'
that'knowledge,'and'used'post@assessments'to'evaluate'student'learning'and'look'for'evidence'of'
change'in'students’'understanding'of'major'math'concepts,'principles,'theories,'and'laws.''You'
have'learned'about'a'variety'of'assessment'techniques'to'ensure'that'student'knowledge'is'at'a'
level'of'understanding'beyond'memorization.'
'
In'the'teacher'education'program'at'American'University,'you'are'required'to'provide'evidence'of'
your'ability'to'measure'your'impact'on'student'learning.''You'will'submit'artifacts'such'as'the'pre@
assessment,'planned'instruction,'post@assessment'and'data'used'to'drive'the'planned'instruction.'
Additionally,'the'narrative'that'accompanies'this'artifact'must'discuss'the'pre@assessment,'the'
planned'instruction,'the'post@assessment'and'demonstrate'reflection'about'the'student'learning'
process'and'what'factors'may'have'impacted'student'learning'in'the'case'discussed.'''
'
During'your'student'teaching/field'experience'and'in'EDU@542'you'should'plan'and'implement'
the'following:'
• Use'an'appropriate'pre:assessment'(diagnostic)'to'determine'students’'prior'knowledge'
(you'may'design'this'yourself'or'use'a'diagnostic'tool'that'already'exists);'
• Design'secondary'math'instruction'that'is'based'on'assessment'data'and'is'
differentiated'based'on'needs'and'knowledge'of'skill'levels;''
• Use'an'appropriate'post:assessment'to'documents'student'learning;'
• Reflect'on'the'effects'of'your'actions'on'student'learning,'including'things'you'would'
change'to'enhance'learning'and'assessment.'''
The'impact'on'student'learning'artifact'and'narrative'may'focus'on'one'student,'a'small'group'of'
students'or'an'entire'class.''It'may'demonstrate'progress'on'selected'objectives'over'a'year,'a'
semester,'or'a'unit.''You'may'have'more'than'one'artifact'as'evidence,'but'one'of'the'artifacts'
should'be'one'of'the'following:'
•
•
•
a'graph,'grade'book'page,'or'table'showing'growth'from'pre@'to'post@'assessment'
a'pre@assessment'
a'post@assessment''
If'you'desire'to'provide'additional'evidence'of'your'ability'to'impact'student'learning,'you'may'
include'secondary'artifacts.''In'addition'to'the'artifact'types'listed'above,'these'could'be'unit'plans,'
lesson'plan(s),'student'work,'or'other'supporting'evidence.'
Although'you'are'not'required'to'include'test'data'from'an'entire'class'of'students,'including'
such'data'will'provide'the'instructor'with'increased'knowledge'of'your'artifact.'
Secondary Mathematics
American University – Fall 2013
'
It'is'essential'to'make'it'clear'to'the'instructor'what'progress'the'student(s)'made,'and'how'each'
element'(i.e.,'pre@assessment,'instruction,'post@assessment,'reflection)'is'addressed.'''If'necessary,'
describe'where'in'the'selected'artifact(s)'key'elements'are'covered.''Please'note'that'elements'that'
are'not'represented'by'the'artifact'must'still'be'elaborated'on'in'the'narrative.''Include'the'
headings'Pre$Assessment,*Instruction,*Post$Assessment,*and%Reflection'to'make'it'clear'where'
each'element'is'addressed.'
Category'/'NCTM'Standard'
Artifacts'&'Reflection,'Overall'Organization'
'
1.4'Monitor'and'reflect'on'the'process'of'
mathematical'problem'solving.'
'
3.4'Analyze'and'evaluate'the'mathematical'
thinking'and'strategies'of'others.'
How'you'will'meet'standard'
• Include'at'least'one'artifact'that'is'one'of'the'
following:'
• A'graph,'grade'book'page,'or'table'showing'
growth'from'pre@'to'post@assessment'
• A'pre'assessment'
• A'post'assessment'
• (Additional'artifacts'may'be'included)'
'
• Discuss'the'pre@assessment,'post@assessment,'
and'planned'instruction'in'your'narrative.''
Reflect'deeply'and'meaningfully'on'student'
learning.'''
Evidence'of'Change'
'
16.3'Demonstrate'the'ability'to'increase'students’'
knowledge'of'mathematics.'2'
'
• Provide'pre@'and'post@'assessments,'description'
of'instructional'plan,'analysis'of'assessment'data'
and'reflection''
Inquiry'
'
7.3'Effective'teaching'
• Assess'student'understanding'of'these'inquiry'
activities'in'the'pre@'and'post@assessments'
• Incorporate'active'inquiry'into'lessons''
• Encourage'students'to'develop'concepts'from'
observations'in'a'scientific'manner'
'
7.5'Use'of'various'assessments'
'
8.3'Uses'multiple'strategies,'including'listening'to'
and'understanding'the'ways'students'think'about'
mathematics,'to'assess'students’'mathematical'
knowledge.''
'
8.7'Uses'knowledge'of'different'types'of'
instructional'strategies'in'planning'mathematics'
lessons.'
'
Evaluation:''The'instructor'will'review'your'performance'based'on'the'rubric'“Impact'on'
Student'Learning'Scoring'Rubric.”'You'must'score'a'2'or'3'on'each'section'of'the'rubric'with'an'
overall'score'of'at'least'6.''If'you'receive'a'score'of'1,'you'will'be'asked'to'resubmit'your'work.'
Secondary Mathematics
American University – Fall 2013
Impact'On'Student'Learning'Scoring'Rubric'(Secondary'Math)'
'
Directions:''Use$the$following$rating$scale$to$assess$the$Impact$on$Student$Learning$artifact.$$Students$should$receive$a$holistic$score$
of$1,$2,$or$3$on$each$section.$$Include$comments$that$support$your$rating$and$provide$constructive$feedback$to$the$candidate.$$$
Categories'
Needs'Improvement'(1)'
Acceptable'(2)'
Distinguished'(3)'
*'must'be'resubmitted'*'
Artifacts'and' • Primary$ARTIFACT$is$NOT$ • Primary$ARTIFACT$is$one$of$the$
• Primary$ARTIFACT$is$one$of$the$
Reflection'
one$of$the$following:$
following:$
following:$
(Overall'
o A$graph,$grade$book$
o A$graph,$grade$book$page,$or$
o A$graph,$grade$book$page,$or$table$
Organization)'
page,$or$table$showing$
table$showing$growth$from$preH$
showing$growth$from$preH$to$postH
'
growth$from$preH$to$
to$postHassessment$
assessment$
NCTM%
postHassessment$
o A$pre$assessment$
o A$pre$assessment$
Standards%
o A$pre$assessment$
o A$post$assessment$
o A$post$assessment$
1.4,%3.4%
o A$post$assessment$
o (Additional$artifacts$may$be$
o (Additional$artifacts$may$be$included)$
o (Additional$artifacts$
included)$
• Narrative$includes$all$four$elements$
may$be$included)$
$
and$demonstrates$insightful$reflection$
• Narrative$does$not$
• Narrative$includes$all$four$elements$
on$the$impact$of$instruction$on$student$
include$all$four$elements$
(i.e.$preHassessment,$planned$
learning$and$how$decisions$made$
(i.e.$preHassessment,$
instruction,$postHassessment,$
during$instruction$and$assessment$
planned$instruction,$postH
reflection).$
could$have$influenced$the$results$of$
assessment,$reflection)$
postHassessment.$$Makes$clear$
suggestions$for$changes$in$future$
assessments$and$links$assessments$to$
specific$student$populations$
Secondary Mathematics
American University – Fall 2013
Categories'
Evidence'of'
Change'
'
NCTM%
Standard%
16.3%
Needs'Improvement'(1)'
*'must'be'resubmitted'*'
• Minimal$description$of$
the$preHassessment,$
instructional$materials$
and/or$postHassessment$
• Minimal$description$of$
data$collected$
• Minimal$evidence$of$a$
change$in$student$
thinking$provided$$
Acceptable'(2)'
•
•
•
Adequate$description$of$the$preH
•
assessment$,$instructional$
materials$and$postHassessment$
o Discusses$methods$used$to$and$
why$these$methods$were$
selected$
o Includes$a$discussion$of$
presumed$student$scientific$
preconceptions$about$the$topic$$ •
Adequate$description$of$the$data$
collected,$including$
o A$discussion$of$preHassessment$
results$and$how$they$informed$
your$instructional$choices$
o A$discussion$of$postHassessment$
results$and$what$they$mean$in$
terms$of$student$learning$
o Appropriate$analysis$of$data$
collected$
•
Adequate$evidence$of$a$change$in$
student$mental$functioning$
demonstrating$that$scientific$
knowledge$is$gained$and/or$
connected$
Distinguished'(3)'
Superb'and'thorough$description$of$
the$preHassessment$,$instructional$
materials$and$postHassessment$
o Discusses$methods$used$to$and$why$
these$methods$were$selected$
o Includes$a$discussion$of$presumed$
student$scientific$preconceptions$
about$the$topic$$
Superb'and'thorough$description$of$
the$data$collected,$including$
o A$discussion$of$preHassessment$
results$and$how$they$informed$
your$instructional$choices$
o A$discussion$of$postHassessment$
results$and$what$they$mean$in$
terms$of$student$learning$
o Appropriate$analysis$of$data$
collected$
Clear'and'convincing$evidence$of$a$
change$in$student$mental$functioning$
demonstrating$that$scientific$
knowledge$is$gained$and/or$connected$
Secondary Mathematics
American University – Fall 2013
Categories'
Inquiry'
'
NCTM%
Standards%
7.3,%7.5,%8.3,%
8.7%
Needs'Improvement'(1)'
Acceptable'(2)'
*'must'be'resubmitted'*'
• Description$of$the$preH
• Description$of$the$preHassessment$ •
assessment$and$post$
and$postHassessment$demonstrate$
assessment$do$not$
how$students’$inquiry$skills$will$be$
describe$how$student$
assessed.$
•
inquiry$will$be$assessed.$$$ • Description$of$instruction$
• Description$of$instruction$
adequately'addresses$
only$minimally$includes$
o How$inquiry$was$used$to$access$
opportunities$for$student$
student$prior$knowledge$
inquiry.$
o How$inquiry$was$used$to$drive$
student$observations$or$student$
data$collecting$$
o How$your$instruction$enabled$
students$to$develop$concepts$&$
relationships$from$observations$&$
inferences$
Distinguished'(3)'
Description$of$the$preHassessment$and$
postHassessment$demonstrate$how$
students’$inquiry$skills$will$be$assessed.$
Description$of$instruction$superbly'
addresses$
o How$inquiry$was$used$to$access$
student$prior$knowledge$
o How$inquiry$was$used$to$drive$
student$observations$or$student$data$
collecting$$
o How$your$instruction$enabled$
students$to$develop$concepts$&$
relationships$from$observations$&$
inferences$
$
Secondary Mathematics
American University – Fall 2013