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Published byHugo Donald Thomas Modified over 5 years ago
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Get Ready to Work Sign in & pick up handout Get out your nametag
Log on to a computer-open edTPA Handbook and Rubric Level Progressions Have your draft: Task1B accessible
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Seminar Three Work Flow: Peer Review & Critique: Task 1B
Look Fors: Task 1C, 1D and 3D Overview: Plan Com: Task 1E Partner Analysis: Rubrics and Rubric Progressions for Rubrics 1, 2, 3, 4, 5
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Peer Review & Critique Task 1B-Lesson Plans
(Take 15 minutes to review partner work. Provide constructive feedback.)
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Questions? Concerns?
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Task 1C-Instructional Materials
Review specifications for Task 1C + Include: handouts, photos of supplies, text resources, ppt, etc. + Some photos or scanned docs may need to be reduced + Save all as pdf, NOT jpeg or gif + Align all materials to central focus and standard for day + Differentiate materials for small groups and individuals, as needed Task 1C-Instructional Materials {ONE FILE] (No more than 5 pages per lesson plan with daily labels.)
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Types of Informal assessment (Progress monitoring)
Q/A Thumbs up/down/sideways Observation Notes Exit ticket Checklist Practice worksheets Question stems Oral/Written response Clicker response Concept maps Think-pair-share Retelling Bell work Writing sample Response card Short writing assignment
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Types of Formal Assessment (Scoring, Benchmarking, Mastery Levels)
Standardized Test Benchmark Test Chapter/Unit Test Performance Assessment Raft (Role, Audience, Format, Topic) Graphic organizer with rubric Problem Based Learning Project Lab experiment with report Multimedia project with rubric Creative writing assignment Pre-Test and Post-Test Composition based upon criteria Real life Problem Solving with explanations
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(Copy and paste assessment materials into file with daily labels)
Include multiple assessment types, based on objectives Avoid low level repetition of facts and skills Consider alternative assessments or embedding choices for small groups or individuals Task 3 requires you to choose one of these assessments to analyze student performance [whole class, small groups, & individuals] Qualitatively (by features) and Quantitatively (by points or scores in different areas or components) Task 1D Assessments [ONE FILE] (Copy and paste assessment materials into file with daily labels)
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Evaluation Criteria (Applies to Task 3D-ChosenAssessment)
Predetermined criteria & levels of performance Alignment with standards/objectives on given day or through learning segment; content key understandings, skills and higher order thinking Features: accuracy, quality of communication, originality, creativity, depth of thinking, etc More ideal types of assessment: open-ended questions, writing samples, projects, problem based sets, lab reports, performance tasks, etc.
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Types of Evaluation Criteria
Take 5 minutes for review and discussion among peers - Does this sample provide information for analyzing the assessment both qualitatively and quantitatively? - How would our group improve the effectiveness of this document for use in analyzing student work samples? One person come to overhead and share group critique
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Task 1 E Planning Commentary
Read the Question Prompt and Written Response Use the Rubric Level Progressions to identify the descriptors for each Q Response One person read the Rubric descriptors for that Q Read the descriptors to understand what is required at each level of performance What would you do differently to improve performance?
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Next Steps What is due? What do you bring to seminar next week?
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