Emily Kang, PhD
ekang@adelphi.edu
Science Education
Adelphi University
CiCU Webinar
March 14, 2014
Analysis of the assessment task
Discussion of ways to support candidates'
success in the immediate situation of student
teaching
Suggestions on ways to cumulatively build
stronger skills in this area across a candidate's
program from a longer term perspective
Retaking Task 3

Assessment is inextricably linked to planning
and instruction
 Creating assessments that assess for content,
skills, and language
 Creating assessments and rubrics that align to
objectives

What is the purpose of assessment?
 Monitor and evaluate student learning prior to,
during, and after instruction

Rubrics associated with assessment
 Rubric 3 (preassessment)
 Rubric 5 (informal and formal assessments
throughout instruction)
 Rubrics 11-15 (analysis of findings from 1
assessment)
 Rubrics 16-18 (Elementary Math)
 Post-assessment
 Rubric (how you will score post-assessment)
 Summary of student learning chart and analysis of
class set of work
 3 samples of student work (focus students)
 Give feedback (written or oral) – write directly on
student work or type in commentary
 Next steps for instruction based upon what
students did/not learn

Childhood
 Literacy
 Math

Adolescent Science


Task 3 tends to be the lowest scoring task
Possible reasons:
 Fatigue by the end of this process
 Weak background in assessing student work,
developing rubrics, aligning assessments to
objectives and rubrics


PERSEVERE UNTIL THE END!
IT COULD MAKE THE DIFFERENCE
BETWEEN PASSING AND NOT PASSING!

Scale of 1-5
 1 = huge concern
 3 = where a candidate should be as a brand new
teacher
 5 = highly seasoned teacher who has been
teaching many years. Very rare to assign 5 to
candidate.
 When scoring, Start at a 3. Are they stronger than
3? Then move up to 4.
While preassessing students is not required by edTPA, doing
so may help candidates who are new to their placement
quickly identify student learning needs and strengths.
Define it…
Give an example…
Give a non-example…
Ask a question about
it…
Name:
1.Define “perimeter”
2. How do you find the perimeter of a polygon?
3. How much fencing would you need to put a fence around
the yard in the picture?
160 feet
40 feet
4. What is the length of a side of an equilateral triangle with
a perimeter of 18cm? Write 2-3 sentences describing
how you would solve this.
EXIT CARD GROUPINGS
Group 2
Group 1
Students who are
struggling with the
concept or
skill
Readiness Groups
Students with
some understanding
of concept or skill
Group 3
Students who
understand the
concept or skill
 Examples of assessments: Think pair share, kwl 
informal assessments, Oral, written, diagrams, mapping
 Make sure IEP/504 accommodations are met (longer
time, scribe); if no IEPs/504s than not applicable
 Level 4: multiple assessments in multiple ways
throughout start out with KWL, then do think-pair-share,
then do groupwork where they create multimedia, then
give formative assessment  assessment is throughout.

Informal
 Formal
 Preassessment
 Tests/quizzes
 Checking for
 Authentic
understanding
 Questioning strategies
 Observation checklists
 Exit cards
▪ 2-3 question quiz at the end of
the period OR write down
what you learned today)
Assess students INDIVIDUALLY
(no KWL charts)
assessments:
 Performance
assessments
 Portfolios
 Projects
 Lab report
 Word problem
 Essay

Language function: summarize
Differentiation of reading samples

show SS Elem Lit Assessments.doc

•Talking about whole class and supporting it with evidence
•Assessment and results of assessment
•Wonderful if candidate includes rubric results, pie chart, table of
scores, etc.
1. What do you want students to learn from these
lessons?
 Determine standard/objective
2. How will the students show that they learned
it?
 Create activity/worksheet/assessment
3. What does a “passing score” look like?
 Determine specific elements (criteria) student
work must have in order to “pass”.
Rubric should have a balance of CONTENT (big ideas) and PROCESS
(skills) criteria. Note: Language and Process can be identical.
CONTENT
PROCESS
Language Function
SS
Facts and concepts
Interpretation and analysis
skills; Building and supporting
argments
Analyze,
compare/contrast,
construct, describe, etc
MATH
Conceptual
understanding (Knows
when to use a certain
algorithm: factoring vs.
quadratic formula)
Procedural fluency (Solve,
calculate, convert, add,
multiply)
Mathematical reasoning,
problem solving skills
Compare/contrast
Conjecture, Describe,
Explain, Prove
ENG
Comprehend, construct
meaning from, interpret
complex text
Create a written product
interpreting or responding to
complex features of text
Analyze, Argue,
Describe, Explain,
Evaluate, Interpret, etc
ART
Form and structure, Art
context, Personal
perspective
Production
Analyze,
Compare/contrast,
Critique, Question, etc
SCI
Science concepts
Science practices (carry out
inquiry-based investigation,
build model)
Analyze, Explain,
Interpret, Justify with
evidence
Rubric should have a balance of CONTENT (big ideas) and PROCESS
(skills) criteria. Note: Language and Process can be identical.
CONTENT
PROCESS
Language Function
Elem
Litera
cy
Essential literacy
strategy,
Reading/writing
connections
Requisite skills
Analyze, Argue,
Categorize,
Compare/Contrast, ,
Retell Summarize,
Describe, Explain,
Interpret, etc
Elem
MATH
Conceptual
understanding
Procedural fluency
Mathematical reasoning,
problem solving skills
Sped: 1 focus learner
Baseline data (preassessment and knowledge of student)
Two learning targets
Expressive and/or receptive communicatoin

Math
 Content: Students will know the purpose behind solving a system of
equations.
 Process: Student can solve a system of equations.
 Language: Students will write the process of solving the problem using
sequencing words: first, next, then, last in explanation

English
 Content: Students will know the importance of theme in a narrative
text.
 Process: Students will analyze an excerpt from MacBeth and identify
the theme.
 Language: Students will compare and contrast the theme from act 1
and act 2.

Science/Social Studies
 Concept: Students will know the concept _______ and list an example of it.
 Process: Students will accurately reproduce a map/generate steps in lab
procedure.
 Language: Students will stake a claim and support their argument with 2
relevant pieces of information.

Art
 Concept: Students will know the concept of _______ and the history behind
its development
 Process: (production skill)
 Language: Students will compare and contrast two pieces of art that
exemplify _______ .

Look at your activity/worksheet
 What are the key concepts your students need to know? (CONTENT)
 How will they demonstrate it? (PROCESS)
 How will they use language to demonstrate their learning? (Language
function). Again, language and process can be idential criteria.
4
Exceeds
Content
criteria
Process criteria
Language
function
3
Meets
2
0
Does not meet Does not meet
Student
Content
Process
Language
1
2
2
1
2
4
4
2
3
4
4
2
4
3
3
3
5…
Adol Science
Scoring
Guide for
Page 1 of lab
Scoring
Guide for
page 2 of lab
Scoring guide
for page 3 of lab
Summary Chart of
Whole Class
Learning
Analysis
culled from
lab
conclusion
from data
table
from lab
conclusion
Who knows it?
Who knows some of it?
Who knows nothing?
Who has misconceptions? Such as?
Focus students
1
2
3
Implications for future instruction

Adolescent math example
To whom did I teach?
•
Ordered students by
pre-test
•
Divided them into
groups by pre-score
Pre and Post tests
(one way of assessing
student learning)
Especially useful for
Math tasks
PRE and POST gains per group
Pre (blue)
Post (red)
High
Medium
Low
What did I teach? Scores by category
PRE and POST Average Scores by Category
Concept
(purpose of
proportions)
Procedure
(solving
proportion)
Lang Function
(explain how you
solved)
Explaining The Data: 2 possible reasons for poor results
1. Assessment problem: Question did not
allow students to tell me what they knew
about concept
2. Lesson Problem: Concept not
adequately addressed in the lesson.


Assessment does not include opportunities
for students to demonstrate content,
process/language function.
Ex. Elem and Adolescent Math
 Assessment only focuses on procedural fluency
 (no opportunities for students to practice
language function)
•Student work samples + feedback (emphasis only on focus students)
•In order to score Level 3 or higher: Feedback should be given consistently
(similar amounts for each student; give as much feedback (positive and negative)
for advanced students as well as for lower students
•Difference between Level 3 and 4 is OR, AND
•Feedback can also be provided in an audio file or in video clip during instruction
Evaluation Criteria
Adol Science
Student Sample A
p. 1
Student Sample A
p. 2
 Candidate describes how students will use feedback to revise current work:
 Ex: “If you redo and turn back into me then I will give you higher points”
 Ideal candidate response on lesson on maps/diagrams: Need to label this better
because that is what scientists/historians/mathematicians do.
#2c. Describe how you will support students to apply the feedback to guide improvement,
either within the learning segment or at a later time.
My feedback is generalized to help students apply the essential literacy strategy beyond the
learning segment. I will support all students in the class by conferencing with them
independently in regards to their assessment. After going over the assessment with the
student, I will ask each student for one concept related to making inferences that they feel
they know well and can do, and one concept related to making inferences on which they feel
they can improve. I will record what students say they feel confident in, and what they feel
they would like to improve upon. Students will continue to use inferences in reading group
instruction and in whole group ELA instruction. After a week, I will conference again with
students and ask them to identify their progress in the self-identified area of improvement. By
conferencing with students and having them reflect and self-assess, I will be able to help
differentiate and key into their needs.
In addition, I will continue to use Frayer model diagrams with this student, as well as other
ELLs, since it is an effective tool in helping with word analysis and vocabulary. I will specifically
support Focus Learner B in applying her feedback by having her bring her “Making Inferences”
handout (mentioned in my comment to her) to our reading group. We can integrate this tool
into our daily reading group lessons to look for inferences in the texts that we read. Together
as a reading group, we will create a list of inferences in texts we read to connect this strategy
to our learning.





Level 2: only addressed vocabulary
Level 3: evidence that students demonstrated syntax or discourse
Make sure that it is consistent with what candidate identified as language
function initially: analyze, explain, justify with evidence
Level 4: talk about patterns (including discussion of subgroups
Usually scores are between 2 and 3




Candidates only focus on vocabulary
instruction
Language function mentioned in Task 1 is not
consistently taught in lessons
Language function is not assessed in formal
and/or informal assessments
Candidates (and supervisors and professors!)
have unclear idea of what syntax and
discourse are.

Criteria 1: next steps
 Level 1: 2-3 sentences of saying everything went well.
 Level 2: management – more time, not how to support student
learning
 Level 3: proposing general support focused on CONTENT
 Level 4: differentiated learning: address how you will challenge
smart kids, support struggling kids, watch this movie, extend
the concept this way.
Candidates are generally tired by this point – score of 2 is
common
 Criteria 2: connection to research

▪ If basic discussion there, then Level 3
▪ If ties to improving instruction and more specific, then Level 4
▪ If strong description of next steps but only superficial research;
then can give Level 4
▪ If some description of next steps but strong research, can give
Level 4 (depends)

Stage 1: Analyzing student work:
▪
▪
▪
▪
▪

Teach a learning segment of 3-5 hours of math instruction
Develop or adapt a formative assessment
Define evaluation criteria
Collect and analyze student work
Submit 3 student work samples that demonstrate an area of
struggle and analyze errors or misconceptions related to struggle
Stage 2: Reengaging students in learning math:
▪ Identify learning target based on student work analysis from stage
2.
▪ Design and teach re-engagement lesson
▪ Submit 3 student work samples
▪ Evaluate effectiveness of the re-engagement lesson
Remember: assessment should provide students opportunities
to demonstrate conceptual understanding and procedural
fluency or mathematical reasoning/problem solving
Show MD Elem_Math Assessment Commentary.doc
Short term perspective:
 edTPA seminar – there are so many technical and
pedagogical layers to the edTPA that guided support is a
must
 Professors, supervisors should sign up to be scorers
 Practice! Use real student work from candidate placements,
tied to objectives – (art ed candidate comment – “I didn’t
know what I was doing for assessment until I got to be in a
real classroom context and knew what skills, content,
language I wanted to emphasize with my students)
 Practice in creating rubrics that align to candidate-created
assessments
 K-12 schools’ tight adherence to Engage NY
Common Core modules  affects candidates’
freedom to design inquiry-based curriculum
 Teacher accountability/APPR constraints
 Videotaping permission
Long term perspective:
 Connection to research and theory – foundations,
methods courses
 Academic language throughout coursework
 Practice assessing real student work
 Good student teaching placements where they can
see exemplary planning, teaching, assessing
modeled
 Build strong ties to local schools – ease of
videotaping


Who takes retake? Candidate does not pass state/local pass
score
Retake options
 $100 single task retake
 Only 1 task at a time
 Starting Fall 2014 – candidates will be able to take two tasks
 After retake, new score carries over.
 $300 entire edTPA retake


Submit retake documents to Evaluation System platform
(Pearson)
Artifacts and commentaries – must reflect new planning,
instruction, assessment

When retaking any portion of edTPA, revised or edited version of
previously submitted artifacts or commentaries may not be part
of the retake submission with 2 exceptions:
 Context for learning information (for candidates using same class as
original submission)
 When doing TASK 2 only (candidates may use video clips from raw video
footage from the original learning segment only if the retake portion of
the video was not previously submitted. (So they can submit another part
of the video that wasn’t originally submitted. The associated lesson plan
can also be submitted.)
 Candidates may use the same lesson plan(s) that accompany the video
clips(s) if it was included in the original submission.

Elementary Education
 49

All other handbook areas
 41

World languages, Classical Languages
 35
Entire edTPA retake
Submit all new tasks (1-3) (and Task 4 for elementary ed)
Retake can be done with same group of students as original
submission.
 Let’s say the overall passing score: as long as candidate meets
overall passing score, they wouldn’t have to redo a particular task.



 Single task retake (Ex Task 3)
 Task 1 Part E: Planning commentary, prompt 4
 Task 3 – all parts
 If candidate retakes Task 3, has to be a new assessment.
 Can use assessment from a different part of the same learning segment
(that wasn’t submitted the first time). Cannot be part of the original
submission.

IF you need to retake edTPA, rather than
starting over…
 Videotape entire unit you are currently teaching
(not just learning segment)
 Collect all student for the unit
Actual Score Sheet Feb 2014
Adol.Science

Other webinars
 Special education (on edTPA AACTE site)
 Early Childhood, World Language (CiCU)

Questions?