Posted: September 18th, 2022

edTPAELETask4AssignmentInstructions xRubrics16-17Template x

EDUC 530

**edTPA**

**ELE Task 4 Assignment Instructions**

Please complete this assignment using the instructions below along with documents that can be found in LiveText. For this final assignment you will submit the following

**two** documents provided within this assignment:

· **Assessment Commentary**

· **Rubrics 16 – 17 Template**

Please note that no other documents should be submitted with the final assignment other than the

two mentioned above. To assist you with completing the

Assessment Commentary and

**Rubrics 16 -17 Template**, you will access the following documents:

· Assessment Commentary Guiding Document (Located within this assignment in Canvas)

· **Learning Segment Overview **(Located in LiveText)

· Student Work Samples 1-3: Volume Pre-Assessment (Located in LiveText)

· Student Work Samples 1-3: Volume Assessment (Located in LiveText)

To successfully complete the

Assessment Commentary, please use the

**ELE Assessment Commentary Guiding Document, **located within this assignment in Canvas.

1) Access the student work samples provided in LiveText. There are two sets of work samples;

(Volume Assessment and Volume Pre-Assessment). What does the Volume Pre-assessment tell you about each student?

2) Access the

Learning Segment Overview (located in LiveText) and select a lesson that would engage the students in meaningful ways with “where they are” in understanding volume. Once you select a lesson from Lessons 1 – 4 on the Learning Segment Overview, use the information in the remaining columns to help you discuss what you would do or what should occur next.

After completing the

Assessment Commentary, use that information to complete

Rubrics 16 – 17 Template. You will now rate yourself as though you taught, collected, and assessed the student work samples from the three students. You will provide justification for your rating (Emerging, Proficient, or Advanced) by using your answer to Question 1 on the Assessment Commentary for Rubric 16 and your answer to Question 2 on the Assessment Commentary for Rubric 17, along with the “Look For” information to help you justify your selection.

** **

The

Assessment Commentary document in LiveText is blank and should be used to complete the assignment. Do not submit the guiding document as your final assignment. You may also use the Assessment Commentary Sample Responses (located in LiveText) for assistance.

EDUC 530

Rubric 16: Analyzing Whole Class Understandings

a.

Score the teacher candidate from the video using the rubric and mark the performance level you have chosen:

[ ] Emerging [ ] Proficient [ ] Advanced

b.

Justification for your choice (refer to evaluation criteria; whole class summary; formative assessment, and Assessment Commentary prompt 1a-c):

[ ]

How does the candidate analyze whole class evidence to identify patterns of student learning?

EMERGING PERFORMANCE

PROFICIENT PERFORMANCE

ADVANCED PERFORMANCE

The evaluation criteria, learning objectives, summary and/or analysis

are not aligned with each other.

Candidate identifies what students did right OR wrong related to

·

conceptual understanding,

·

procedural fluency,

OR

·

mathematical reasoning/problem solving.

Candidate identifies what students did

right AND wrong related to

· conceptual understanding

AND

· procedural fluency or mathematical reasoning/problem solving.

Candidate identifies and

explicitly connects patterns of learning to

· conceptual understanding

AND

· procedural fluency or mathematical reasoning/problem solving.

Level 4 plus:

Candidate describes the relationship between or among patterns of learning.

There are significant content inaccuracies that affect analysis.

LOOK FORs:

· Lists what the students in the class did right OR wrong

· Focuses on only one of the math dimensions:

· Conceptual understanding

· Procedural fluency

OR

· Mathematical Reasoning

· Alignment is not clear between narrative and/or graphic summary, analysis, learning objectives and/or evaluation criteria

LOOK FORs:

· Lists what the students did right AND wrong

· Includes attention to only two of the mathematical dimensions:

· Conceptual understanding AND

· Procedural fluency or Mathematical Reasoning

· Narrative and/or graphic summary aligns with analysis

LOOK FORs:

All from Proficient and…

· Describes students understandings and struggles in terms of two of the three dimensions

· Conceptual understanding AND

· Procedural fluency or Mathematical Reasoning

· Provides specific examples from assessment in describing what students understand and struggled with

· Shows how math understandings and struggles are related to each other.

Rubric 17: Analyzing Individual Student Work Samples

a.

Score the teacher candidate from the video using the rubric and mark the performance level you have chosen:

[ ] Emerging [ ] Proficient [ ] Advanced

b.

Justification for your choice (refer to student work samples, and Assessment Commentary prompt 2):

[ ]

How does the candidate use student work to analyze mathematical errors, confusions, and partial understandings?

EMERGING PERFORMANCE

PROFICIENT PERFORMANCE

ADVANCED PERFORMANCE

The analysis is

not supported by student work samples.

Candidate

selects student work samples that are

loosely connected

to identified student struggles (errors, confusions, or partial understandings).

Candidate

uses evidence from the 3 focus student work samples to identify the specific student

struggles (errors, confusions, or partial understandings).

Candidate uses evidence from the 3 focus student work samples to

explain the student struggles (errors, confusions, or partial understandings)

in relation to the related mathematical concepts.

Level 4 plus:

Analysis includes

explicit connections between the identified area of struggle and underlying mathematical understandings and misconceptions.

LOOK FORs:

· Candidate selects work samples that do not align with identified struggle(s) from the analysis

· Uses examples from only one or two of the student work samples to identify the specific struggle

· Work samples do not show evidence of the struggle that the candidate addresses

LOOK FORs:

· Specific examples from all three student work samples are included in the description of the specific student struggle(s)

· The evidence is consistently aligned with the identified area of struggle

LOOK FORs:

All from Proficient and…

· The explanation of student struggles connects the error(s) on the three student work samples to specific mathematical concepts

· The analysis clearly shows how the student error(s) and/or partial understanding is specifically connected to math understanding/knowledge.

· The analysis points to specific math concepts and understandings that are causing the student struggle.

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