EDTE 221 Key Assessment Templates – World Languages- Fall 2012
Key Assessment Checklist

Context for Learning

Two connected lesson plans using the secondary lesson design form (complete pages 1-2
one time for both lessons; two separate lesson outline charts)
o Plans should be written with sufficient detail that an outside reader can clearly
envision your intentions
o Plans should include at least two different instructional strategies (direct, textbased, discussion-based, cooperative learning, inquiry-based)
o Plans should demonstrate clear and purposeful alignment between your knowledge
of students, objectives, learning activities, and assessment.

Key instructional materials and written assessments – e.g. handouts, assignments, slides,
blank assessment instruments

Planning Commentary – 5-7 single-spaced pages including commentary prompts
Planning Commentary
Respond to the prompts below. Type your responses directly below each prompt a, b, c, d, etc.
1. Central Focus
a. Describe the central focus and purpose for the content you will teach in this learning segment.
b. Given the central focus, describe how the standards and learning targets within your learning
segment address students’ development of communicative proficiency in the target
language

in meaningful cultural context(s)

with a focus on all three modes of communication:
o
Interpretive
o
Interpersonal
o
Presentational
c. Explain how your plans build on each other and make connections between language
forms and language functions to help students develop communicative proficiency in the target
language in meaningful cultural context(s).
Consider how you make connections between language forms (e.g., vocabulary and grammar)
and the accomplishment of language functions (e.g., expressing self, greeting, introducing family
members and friends, ordering food, giving advice).
d. How and when will you give students opportunities to express their understanding of the
learning targets and why they are important to learn?
Text taken from edTPA for Washington Assessment Handbook - Copyright © 2012 Board of Trustees of
the Leland Stanford Junior University. All rights reserved.
EDTE 221 Key Assessment Templates – World Languages- Fall 2012
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2a–b), describe what you know about your students with respect
to the central focus of the learning segment.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs, English language learners, readers who struggle in
their first language, students at varying levels of language proficiency, students who are
underperforming or those with gaps in academic knowledge, and/or gifted students).
a. Prior academic learning and prerequisite skills related to the central focus—What do students
know, what can they do, and what are they learning to do?
b. Personal/cultural/community assets related to the central focus—What do you know about
your students’ everyday experiences, cultural backgrounds and practices, and interests?
3. Supporting Students’ Communicative Proficiency in the Target Language
Respond to prompts 3a–e below. As needed, refer to the instructional materials and lesson plans
you have included to support your explanations. Use principles from research and/or theory
to support your explanations, where appropriate.
a. Explain how your understanding of your students’ prior academic learning and
personal/cultural/community assets, and mathematical dispositions (from prompts 2a–b
above) guided your choice or adaptation of learning tasks and materials.
b. Describe and justify why your instructional strategies and planned supports are appropriate
for the whole class and students with similar or specific learning needs.
Consider students with IEPs, English language learners, readers who struggle in their first
language, underperforming students or those with gaps in academic knowledge, and/or
gifted students.
c. Explain how the language tasks promote comparisons and connections between students’
prior academic learning and personal/cultural/community assets, and the cultural practices,
products, and perspectives of the target language.
d. How will students identify resources to support their progress toward the learning targets?
e. Describe common errors and misconceptions about the target language and/or the cultural
practices of the target language within your content focus and how you will address them.
5. Monitoring Student Development of Communicative Proficiency in the Target
Language
Refer to the assessments you will submit as part of the materials for Task 1.
a. Describe how your planned formal and informal assessments will provide direct evidence for
you and your students to monitor their development of communicative proficiency of the
target language in meaningful cultural context(s).
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their development of communicative proficiency in meaningful
cultural context(s).
Consider all students, including students with IEPs, English language learners, readers who
struggle in their first language, underperforming students or those with gaps in academic
knowledge, and/or gifted students.
c. What tools and strategies will students use to monitor their own learning process during the
learning segment?
Text taken from edTPA for Washington Assessment Handbook - Copyright © 2012 Board of Trustees of
the Leland Stanford Junior University. All rights reserved.