Task 3 is all about assessment and using it effectively to help students continue to grow. Choose one assessment from your learning segment to thoroughly analyze based on rubrics 11-15.
Before you begin: Read through the assessment portion of your handbook to make sure you choose one that fits the criteria. You need to be able to provide specific feedback to students and complete your commentary based on the chosen assessment.
You will submit:
- Evidence of Learning (video or audio format)
- Observation Notes and Work Samples
- Evidence of Feedback
- Assessment Commentary
Rubric 11: Analyzing Student Learning
Choose one assessment that was administered to the whole class (individual, self, partner, and/or group assignments will not be accepted) during your learning segment to analyze. The assessment needs to fully show what each individual student knows and is able to do.
Check your handbook for the specific assessment requirements for your level and content area.
No matter what, your chosen assessment must correlate with the central focus and at least one learning objective from your learning segment. Use the same assessment to analyze both the whole class’s performance as well as one or more focus students. The analysis of the focus students’ work samples will be more thorough and detailed than the class analysis.
This is your opportunity to demonstrate your capacity to analyze students’ work to move them forward in their learning. While you always want your students to succeed, perfect performance on their assessment is not what your scorers are looking for – they want to see how well you can interpret and draw conclusions from student work. Reviewers are looking for you to make suggestions for logical next steps.
Keep in mind that the assessment you choose should give students the opportunity to show their thinking. Open-ended assessments, such as writing assignments and performance tasks, are preferable over simple recall assignments like questions with a one-word or multiple-choice selection response.
Analyze the chosen assessment based on the evaluation criteria you create. The evaluation criteria should indicate what you are looking for in your students’ work. Determine what you are assessing: quality, accuracy, originality, etc. Provide a graphic (a table or chart is recommended) that demonstrates student learning for your whole class. This graphic will help you determine your students’ patterns of learning, such as the most-understood areas, common misconceptions or errors, what may have caused those errors, etc.
For most subject areas, choose three focus students based on patterns discovered in your whole-class analysis. Your focus students should be at varying levels of performance. Check your handbook for the exact criteria to consider when choosing focus learners. Your analysis of the focus learners’ assessments should be very detailed. Be ready to provide evidence for all patterns of learning, misconceptions, and advanced understandings you cite.
Don’t worry about students not growing as much as you anticipated. The assessment analysis is important in showing how a teacher can take their students’ work and apply it to improve their planning/teaching. Candidates often focus on student scores and feel they failed if they do not see massive growth. But the commentary for Task 3 is all about analysis and reflection. Focus on articulating and synthesizing the data and your teaching and be thoughtful about what you learned from the assessments.
Rubrics 12 and 13: Feedback
This is your chance to show how you use feedback to help students understand both their strengths and areas of improvement based on the learning objective. Submit the actual feedback you gave your focus students based on their performance on the analyzed assessment. This feedback may be written on work samples, cited with a timestamp in video work samples, or given in a separate audio or video file.
Make sure the feedback you give is based on the central focus of your learning segment.
Specific comments such as “You made your argument clear by citing specific examples”, or “Make sure all your details support your main idea”, help the students understand their strong areas and what needs improvement. General comments such as “Nice work”, “Needs improvement”, or marking the percentage correct or incorrect will not help students understand their learning and performance. Be sure to provide students with actionable next steps in your feedback.
You should also explain how students can use your feedback to improve. Describe how you will confirm that students understand their feedback and what opportunities they have to apply it. Think through what will be most effective for your focus students – an opportunity to revise or a chance to try again in an upcoming lesson? What can you do as a teacher to support students in using your specific feedback to improve in the future that you didn’t do in the previous lesson?
Feedback is only effective if students are given a meaningful opportunity to apply it to future learning experiences! As a bonus, try to provide one focus student with a challenge or enrichment opportunity. This shows that you know how to remediate students who did not meet learning goals and that you can continue to push those who did.
If using written feedback to the student, be sure that your words are developmentally appropriate and can be understood by your student. For example, a lengthy written note for a kindergarten student would not be appropriate, as they are not fluent readers.
Rubric 14: Analyzing Students’ Academic Language Understanding and Use
You have already identified the language function, vocabulary, and additional language demands as part of Rubric 4 in Task 1. Now you can describe your students’ use of academic language and support your description with evidence from your Task 2 video clip, a separate video clip, or student work samples. Analyze your students’ use of academic language and how it reflects their understanding of the content.
Make sure your evidence shows students actually using language to demonstrate a connection to their progression in understanding the content. The evidence you submit should show students speaking or writing with academic language, not reciting vocabulary definitions. If your evidence shows that students did not fully master the language demands, make sure to include improvement strategies in your commentary.
Rubric 15: Use of Assessment to Inform Instruction
This is your opportunity to share the next steps you will take for your whole class, targeting your focus students and other students with particular learning needs based on your analysis of the learning segment. Your next steps should very closely reflect the data analyzed in Rubric 11 for Task 3.
Describe what you will do in following lessons to help students reach unmet learning objectives or expand on the new knowledge of students who demonstrated mastery. The next lessons should relate to the learning segment already taught and not move on to a different topic entirely. Small group intervention works well here!
You will also tie in research and theory you’ve learned to support your next steps. Common approaches and founders are listed below. Reference your handbook for guidelines on how to cite sources properly.
Candidates should also look at the research from their assessment course at the beginning of Task 1. Planning and Assessment are not separate, but intertwined.