Task 3 A-D

INTRODUCTION PREZI LINK

ASSESSMENT

PART A STUDENT WORK SAMPLES

• Part A Work Samples

• Part B: Evidence of Feedback

• Part C: Assessment Commentary

PART B EVIDENCE OF FEEDBACK

Transcripts from your videos will work. Submit a page of feedback that you have presented to a number of students work.

PART C ASSESSMENT COMMENTARY

This is a reflective narrative that is designed to demonstrate what students have learned going from point a to point b and finally to conclusion.

You should include feedback that assist students in their improvement in understanding the content and consider which ways your lesson has been effective in their use of language skills.

SAMPLE ASSESSMENT COMMENTARY LINK

PART D EVALUATION CRITERIA

Here you will provide all of the assessment pieces you have used for your lessons. Label each one of your documents. Be reminded that authentic assessments are criterion-referenced based; measuring each students performance against the set of criteria to determine how well each student meets that criteria. Rubistar is an easy to use rubric generator.

Helpful Hints for Task 3

***This is an overview of Task 3. Please carefully read the instructions for Task 3 and the “Making Good Choices” for Task 3 BEFORE you begin working on it. There are many additional details in those documents that will help you be successful on this task.

• Select one assessment from your learning segment to evaluate your students and provide opportunities to demonstrate the essential literacy strategy and related skills. You will upload a copy of the assessment.

• Define and submit the evaluation criteria.

• Provide a (table or chart) or narrative that summarizes the whole class learning. If you upload a table or chart AND a write a short narrative, it will help the scorer have a better understanding of your analysis.

• Select three student work samples that represent the patterns of learning you identified as you analyze the class. You will refer to specific examples from these work samples as you analyze the whole class. Remember to refer to all areas of your criteria.

• As you analyze the whole class, identify both quantitative and qualitative data from the assessment and discuss patterns and differences of learning related to the essential strategy and related skills. What did the students do right AND wrong?

• At least one of your three focus students should have specific learning needs. (IEP, 504, ELL, struggling reader, or a gifted student)

• Provide and document specific feedback you gave to each of the three focus students. Address strengths, needs, and next steps relative to the measured objectives in your feedback. Refer to specific evidence from the work samples. You can write directly on the student work or on a sticky note attached to the work. You will upload a picture of each of the focus students’ samples with feedback included.

• You can (but it is not required) submit your feedback in an audio or video clip. You must clearly identify the focus student(s) if other students are present in the video.

• Describe how each focus student will understand and use the feedback you provided related to the learning objectives.

• You will also explain and provide evidence of language use through at least one of the following: video clip from Task 2, an additional video clip, and/or the focus student work samples.

• As you explain the language use, provide concrete examples of language function, vocabulary, AND discourse or syntax.

• Based on your analysis of student learning, describe your next steps to improve student learning related to the assessed objectives for the whole class, each of the three focus students, and other individuals/groups with specific needs.

• Connect your next steps to research and/or theory.