1. 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

2. 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

3. Peer Review & Critique Task 1B-Lesson Plans
(Take 15 minutes to review partner work. Provide constructive feedback.)

4. Questions? Concerns?

5. 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.)

6. 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

7. 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

8. (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)

9. 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.

10. 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

11. 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?

12. Next Steps
What is due?
What do you bring to seminar next week?