PART 1: DIRECTIONS

Note: Before completing your response, you should read through all of these directions and all of the questions and prompts provided within the task. You should also review the guidelines provided in Chapter 2 and Chapter 7 concerning preparing your written responses and maintaining student and candidate privacy.

Directions:

·       Prior to responding to the task, you should review Chapter 1 and read this chapter in its entirety.

·      As you read the task, you should pay particular attention to the task steps and the associated questions and/or statements that will help you develop and organize your responses.

·       Follow the procedures provided to you by your teacher preparation program to obtain theWord version of the  task.

·       As you complete your responses to the task within the Word document, type your response to each question or prompt within the rectangular box provided.  This box will expand as you type.

·    In the header on the Word document, you will see a number at the upper right hand corner. You should replace this number with the candidate ID number assigned to you by your program.

·    When you have completed your responses to the entire task, you should follow the directions provided by your teacher preparation program for the actual submission of the task.

·         Use the information provided below to help you understand each of the task steps.

For Step 1: “Assessment Selection/Development and Planning for the Whole Class,” you will demonstrate your ability to select/develop an assessment that addresses state-adopted academic content standards and/or frameworks for students and that will measure student achievement of a learning goal(s) within a unit of study.  In order for you to complete this step of your response, you will:

·         Select a class and identify the content area, subject matter, state-adopted academic content standards and/or frameworks for students, and unit of study with which you will be working. (See Part 2 below, “Making Choices,” for guidance in selecting the class and unit of study.)

·         Identify whether you will use the assessment for an entry level, progress monitoring, or summative purpose. (See Part 2 below,  “Making  Choices,”  for a review of assessment purposes.)

·         Select/develop and describe the type of assessment you will use, such as verbal response, multiple choice, short essay, oral presentation, performance task, etc. (See Part 2 below, “Making Choices,” for guidance in selecting the class and assessment.)

·         Explain what evidence of student achievement will be collected and the ways in which the evidence will document student progress towards the learning goal(s).

·         Describe  your plan for the  implementation of  the assessment, including strategies, activities,   student grouping, and resources, as applicable  to the particular assessment.

·         Explain how you will provide feedback regarding evidence of student learning as provided by the assessment results to the students and/or families. 

·         Explain how you will use the assessment results for your future planning for these students.

For Step 2: “Learning about Students: Whole Class and Two Focus Students,” you will demonstrate your ability to learn about the characteristics of a class and two focus students within that class. In order for you to complete this step of your response, you will:

·         Select a student who is an English learner and a student with an identified special need. (See Part 2 below, “Making Choices,” for guidance in selecting the class and students.)

·         Collect  and record  information  regarding the characteristics  of  the two  selected  focus students.

·         Explain how the information will influence your instructional planning, including assessment, for the two students.

For Step 3: “Assessment Adaptations for Two Focus Students,” you will demonstrate your ability to determine any adaptations necessary to meet the needs of the two focus students.  In order to complete this step of your response, you will:

·         Consider  what  you  learned about  the  two  focus  students.    Describe  any appropriate adaptations you will make to the assessment design or implementation for each student.

·         Explain the reasoning behind your assessment planning decisions relating to the two focus students. If you determine that no adaptations to the assessment are needed for one or both of the focus students, explain your reasoning why not.

For Step 4: “Giving the Assessment to the Whole Class, Including Two Focus Students,” you will demonstrate your ability to administer the assessment, and to collect appropriate evidence of student learning from the assessment process.  In order to complete this step of your response, you will:

·       Give the assessment to the class.

·       Score the assessment.

·       Submit a copy of the assessment, including directions, scoring rubric, answer key and/or scoring guide, as applicable.

·      Collect evidence of student learning from the assessment, including the focus students’ responses plus three student responses that represent the range of achievement on the assessment (total of five responses to be submitted).

·    Label the five responses as indicated below. If the assessment was not given in written format, indicate the scoring criteria used and provide your assessment notes about the students’ performance based on these scoring criteria (i.e., for a non-written, oral or other performance-based assessment).

·       English learner focus student or, for LOTE candidates a student with a different instructional need: remove her/his name and label as “Student 1.”

·       Student with an identifiable special need focus student: remove her/his name and label as “Student 2.”

·       Student who scored well on the assessment: remove her/his name and label as “Student 3.”

·       Student who scored in an average range on the assessment: remove her/his name and label as “Student 4.”

·       Student who did not score well on the assessment: remove her/his name and label as “Student 5.”

·       Ensure that the entire assessment process, including selecting and submitting  copies of student work, adheres to student and adult privacy requirements, as explained in Chapter 2 and in Chapter 7 of this Handbook.

For Step 5: “Analyzing Evidence of Student Academic Learning and the Assessment,” you will demonstrate your ability to analyze the results of the assessment for the class as a whole and for your two focus students.  In order to complete this step of the response, you will:

a)       For the class as a whole:

Explain what you learned from the assessment about your students’ progress toward achievement of the learning goal(s).

Identify and explain any changes that you would make to the type of assessment used, the timing of the assessment, the assessment format, and the collection of evidence of student learning.

b)       For Student 1 (English learner) and Student 2 (student with an identified  special need):

Analyze each student’s response to the assessment.

Discuss how this information will affect your future planning and instruction for the two students.

For Step 6: “Reflection on Assessment Implementation and Student Learning,” you will demonstrate your ability to reflect on what you learned about classroom assessment of learning goals.  In order to complete this step of your response, you will: