Edtpa - Secondary History-Social Studies - Assessment Commentary JB

Secondary History/Social Studies
Task 3: Assessment Commentary
TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing your responses within
the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit a student work sample or feedback as a video or audio clip and you or your focus students cannot be clearly
heard, attach a transcription of the inaudible comments (no more than 2 additional pages) to the end of this file. These pages
do not count toward your page total.
1. Analyzing Student Learning

a. Identify the specific learning objectives measured by the assessment you chose for
analysis.
[The assessment that I chose is the quiz, called the Pre-Constitution Quiz, which was the
summative assessment for the entire learning segment (Summative Assessment 3.1). The four
questions in the quiz were based around the Learning Targets as outlined in the learning
segment lesson plans. Each lesson plan had a set of standards, and the following were
measured by the assessment:
MN SS Standard: 9.1.2.3.3: Define and provide examples of foundational ideas of
American government which are embedded in founding era documents: natural rights
philosophy, social contract, civic virtue, popular sovereignty, constitutionalism,
representative democracy, political factions, federalism and individual rights.
MN SS Standard 9.4.4.17.2: Analyze the American revolutionaries justifications,
principles and ideals as expressed in the Declaration of Independence; identify
the sources of these principles and ideals and their impact on subsequent revolutions
in Europe, the Caribbean, and Latin America. (Revolution and a New Nation: 1754
1800)
MN SS Standard 9.4.4.17.4: Analyze the arguments about the organization and powers
of the federal government between 1783 and 1800, including the debates over the
Articles of Confederation, the Constitution and the Bill of Rights; explain the origins of
the two-party political system and the significance of the election of 1800. (Revolution
and a New Nation: 1754 1800)
Words that are bolded are the specific part of the standard that was used for the lesson.]
b. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Assessment Task 3, Part D.
[Student Results on Summative Assessment: Pre-Constitution Quiz
Student Total Score Question 1 Question 2 Question 3 Question 4

1 12 3 3 3 3
2 16 4 4 4 4
3 7 3 3 1 0
4 17.5 4 4 5 4.5
5 16 4 4 4 4
6 17 4 4 5 4
7 11 4 4 0 3
8 19.5 5 5 4.5 5
9 INCOMPLETE
10 18 5 4 5 4
Copyright 2016 Board of Trustees of the Leland Stanford Junior University. 1 of 7 | 10 pages maximum
All rights reserved. V5_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.
11 INCOMPLETE
12 20 5 5 5 5
13 16 4 4 4 4
14 18 5 5 4 4
15 12 4 4 1 3
16 19 5 5 4 5
17 16 4 4 4 4
18 15 4 4 3 4
19 17 4 4 5 4
20 18 4 4 5 5
21 20 5 5 5 5
22 17 5 4 4 4
23 14 4 4 3 3
24 17 4 4 4 5
Average 16.05 4.23 4.14 3.75 4.25
This table shows the results of Summative Assessment 3.1 in the class as a whole, and is color-
coded to represent the level of scores. The quiz was four questions, with a possible score of five
points per question, leaving a total out of 20. The first two questions relate to Lesson 1 in the
learning segment, the third question relates to Lesson 2, and the fourth question relates to
Lesson 3. The evaluation criteria as presented in Task 3, Part D of the edTPA shows the criteria
for scoring a 5, 4, 3 or less. This is based on two criteria: General regarding the writing, logic,
and grammar, and Understanding regarding content knowledge and support of their argument
or conclusion with facts and concepts. I did not supply the evaluation criteria rubric for the
students prior to the quiz being given. Green is a high score, yellow is an adequate score,
orange is a middling score that needs improvement, and red is a failure to answer the question.
The color coding helps to identify the students who are having struggles, as well as questions
and content that students may have struggled with. The students that have their Total Score
color coded in red follows the pattern that I have seen in class so far and it matches their
cumulative grade for the quarter as it stands at this point. Some of the lower scores belong to
students who were missing during part of the week, even though I gave them opportunities to
make up the work before the quiz took place. The students marked INCOMPLETE are
students who have not completed the quiz at this point. They were both gone on the day of the
quiz, and that was a short week of school.]
c. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning for the whole class and differences for groups or
individual learners relative to
facts and concepts
inquiry, interpretation, or analysis skills
building and supporting arguments or conclusions
Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, confusions, need for greater challenge).
[Looking at the chart from Question 1, Part B, it appears to me that most students understood
the questions that they were being asked on the quiz and had an adequate grasp on the content
that was covered during the learning segment. The average score shows an about an 80%,
which would be a B-. It is interesting that the third question had the highest of both high scores
and low scores. This tells me that students either understood what the term principle of
government meant or they did not, there was not much in between. I did not explain the term
principle of government in class, so those scores may have been higher if I had taught that
concept, rather than just assuming that the students would understand what principle of
government means. The overall scores, which was about a 4 average per question leading to a
16-point average on the test, tells me that my instruction gave a good foundation for the
students, but their analysis throughout the learning segment was not deep enough to score
higher.
The focus students for this task are Students 12, 15, and 17 in the previous table. Student
15 is the low achieving student, and he often times does not put a lot of effort into work in class,
and it shows here in his scores. I believe that he is more intelligent than his scores on the quiz
show as well as his grade in the class. The first two questions show that he understood the
questions on a basic and foundational level, but did not engage in any deeper learning or
thinking on the subject. For question three the student was not present in class that day, but I
did provide a modified version of the work in class (Modified Formal Assessment 2.1). The
lesson that day had been based around group analysis and presentations, so it was hard to
replicate that. It is clear to me that the student chose not to work on the modified assessment
which would have helped him score better on the question and thus the quiz. On the last
question, he did not answer the most important part of the question: why the examples he
chose were weaknesses of the Articles of Confederation. His effort level thus far in the class
was a correct indicator of how he performed on the quiz.
Student 17 is an average performing student in the class. She has shown intelligence and
interest in the content, but her motivation to complete work in class at a high level is not very
strong. I believe that she absolutely has the ability to perform at a higher level, but because she
already has a full-ride scholarship to play volleyball in college classwork is not predominantly on
her mind. On the quiz, she adequately answered the questions, but her answers did not have
much depth to them. On questions 2 and 3, she gave good answers regarding content, but
failed to truly provide any analysis and support of any argument that she was making. This tells
me that she is able to recall facts and concepts without much effort, but struggles with analysis.
Student 12 is a high-achieving student that has not had any difficulty in class at all. He works
quietly and diligently, and behaves responsibly and effectively with his classmates. The answers
provided on his quiz shows a mastery of the content and concepts that were discussed in the
learning segment, and he also was able to show that his analysis had led to making connections
to the world we live in today. It is evident that he was able to engage in higher level thinking
about the questions and the concepts presented in the learning segment because he
consistently makes points and connections that were not discussed in class during the
segment.]
d. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[Not applicable.]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. Identify the format in which you submitted your evidence of feedback for the 3 focus
students. (Delete choices that do not apply.)
Written directly on work samples or in separate documents that were provided to the
focus students
[The feedback that I gave the students was written in red ink on their quizzes, handed back to
them to use for studying for the Unit test. These are the assessments that have been uploaded
as part of the edTPA Task 3, Parts A and B.]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[Student 15 is an example of a low-achieving student. For Student 15, I underlined the portions
of all of his answers that were the points that emphasized his understanding of the question and
also showed that he was thinking the right things. The first two questions are opinion questions
based around Lesson 1, and while the answers that Student 15 supplied were adequate they
were not very detailed. He did manage to show some good thinking though, when he supported
his answer to question 2 with the phrase the argument would become less of an issue between
two people, rather than between politics itself which was exactly the kind of understanding
and analysis that I was looking to measure there, and I made sure to let him know. While he
provided adequate answers on the first half of the quiz, he did not perform well on the second
half. He confused the Declaration of Independence with the Constitution, and I indicated so on
the test by his points that he made. However, Student 15 was gone the day that we had our
lesson on the Declaration of Independence. I did give him an alternate assessment to complete
which he obviously did not complete prior to the quiz. I indicated in my feedback that he needs
to complete the assessment and he will get another chance to answer that question. For the last
question, the student provided his examples but failed to provide any analysis or justification for
his answers. I asked him specifically in my feedback, Why is this a weakness?
Student 17 is an example of an average achieving student in the class. For Student 17, her
answers were fairly short and did not have a lot of analytical depth to them, but the content that
she included in her answers was very strong. She showed a good basic understanding of the
content that was covered, but her lack of effort beyond basic understanding was evident. I
underlined all of her answers that I felt were the strongest part of the answers. I addressed her
strengths and the good things she wrote connecting her answers to what we did in class by
indicating those good connections. On the last two questions, I circled the parts of the question
that indicated how many points I was looking for (two in question 3 and three in question 4), and
indicated the points in her answer with a number. However, she did not show any analysis of
why these things were weaknesses, and I asked this at the bottom of the answers What are the
implications of these? and Why were these weaknesses?, and underlined it in the question as
well.
Student 12 is an example of a higher achieving student in class. For Student 12, all of his
answers clearly showed a depth of thinking, analysis, and questions. At the end of the first two
questions, I indicated in my feedback the best points in his answers and the connections that
were best. As with previous students, I underlined and/or circled the parts of his responses that
answered the question with content and analysis. For the third and fourth questions, I indicated
in the answers where I found the responses for the question (two for question 3, three for
question 4). Reading his answers throughout the quiz showed that he was able to continually
tie his answers to the lessons in class, as well as the units that we have covered in class
throughout the entire school year. My feedback for his responses is meant to encourage
Student 12 to continue to perform in the way that he has thus far in class and on this
assessment.]
c. Describe how you will support each focus student to understand and use this feedback
to further their learning related to learning objectives, either within the learning segment
or at a later time.
[The students received their quizzes along with their feedback before we were done with the
current unit, as this learning segment was meant to be the first part of the U.S. Constitution unit.
They will be able to use the feedback given to study for the unit test, of which the learning
segment will be part of. For Student 15, the feedback for question 3 on the quiz shows that I
want to give him another opportunity to answer the question and demonstrate his knowledge
after completing the assessment that he missed. While he will not be able to make up full points,
he should get the chance to answer the question after completing an extra assessment. My
feedback will encourage Student 12 to continue with the performance that he has shown.
Student 15s feedback will show her that she needs to work on analyzing the content that she is
presenting and support the arguments that she makes. Once we move beyond volleyball
season this should be easier, but because her scores and performance is indicative of the
largest part of the class I now know what many students require to further their learning.]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the video clips and/or
student work samples as evidence. Evidence from the clips may focus on one or more
students.
You may provide evidence of students language use from ONE, TWO, OR ALL
THREE of the following sources:
1. Use video clips from Instruction Task 2 and provide time-stamp references for
evidence of language use.
2. Submit an additional video file named Language Use of no more than 5
minutes in length and cite language use (this can be footage of one or more
students language use). Submit the clip in Assessment Task 3, Part B.
3. Use the student work samples analyzed in Assessment Task 3 and cite
language use.
a. Explain and provide concrete examples for the extent to which your students were able
to use or struggled to use the
selected language function,

vocabulary/symbols, AND
discourse or syntax
to develop content understandings.
[Video 2, the student-centric video, was submitted in Task 2 of the edTPA, demonstrates
students use of the selected language function (analysis) and use of vocabulary and discourse
as it relates to the learning segment. This video occurred in Lesson 2 of the learning segment.
In the video, 6 groups of students make their presentations to the class on a section of the
preamble to the Declaration of Independence. Groups 1-6 begin their presentations at :08, 1:43,
2:41, 3:42, 4:26, and 5:30 in the video, respectively. The groups present their own analysis and
interpretations of their section, and use vocabulary such as rights, government, and
abolish. Their table that guided their analysis required them to do some deeper thinking about
what their section meant (Instructional Materials 2.3). These presentations represent the
students opportunities to use various types of language.
In their quizzes as discussed in Task 3, students do show a grasp of the language function
(analysis), vocabulary, and the discourse in varying degrees. All students used the various kinds
of vocabulary that we discussed throughout the learning segment, to varying degrees of
effectiveness. Student 12 used much more vocabulary to support his answers than Students 15
and 17 did. Student 15 also did not show a very deep understanding or analysis of the founding
documents in questions 3 and 4. Student 12 shows a great depth of analytical skills by
supporting his answers with references to parts of the learning segment that are not directly
asked about on the quiz and connects it to the United States Government today. ]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction to impact student learning:
For the whole class
For the 3 focus students and other individuals/groups with specific needs
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students needing greater support or challenge).
[For the whole class, the next step will be to make sure to reteach the concepts for the lower
achieving students and provide them the opportunity to demonstrate their knowledge prior to the
unit test, which will be the last unit of the quarter. I will also work not to assume that students
know phrases that I take for granted, such as phrase principles of government. I assumed that
students, because they are 12th graders, would understand that because it seemed to be such a
basic phrase. I can now see that students may not even understand what the principle of
anything means, but I now also know that the students will not necessarily advocate for
themselves if they are confused on a phrase or terminology. The scores for the whole class also
demonstrate to me that while many students are not struggling with the content itself, they are
struggling with their analysis, specifically with questions 3 and 4. I assumed that much of them
would have the analytical skills to understand what I was asking them to do, again because they
are 12th graders. It is evident that not all of them do. Even though I built the analysis portion into
their assessments, I will work to build deeper level questions into lectures, notes, discussions,
and assessments as a way of supporting the student learning even more.
For Student 15, I will make sure that I follow-up with him on a more regular basis, making
sure that he will complete follow up assessment and demonstrate his learning on the content. I
will focus on following-up with him, as well as the group he spends time with in class who all
tend to follow his lead, and holding him accountable for the work that he is doing in class.
For Student 17, I believe that once volleyball season is over her performance in class will
improve. As with most of the class, she struggled with demonstrating any sort of analysis.
Incorporating deeper-level questioning and thinking strategies in formal and informal
assessments for the class.
Student 12 will not require any re-teaching, as he was able to show his content knowledge
and analysis in an exemplary fashion. I will continue to encourage him to continue his great
work.
For students with specific needs, the only student with any sort of a specific plan is a girl
with a 504 plan. Her 504 plan is for anxiety, and she was one of the few students who scored a
perfect 20/20 on her quiz. She is performing very well in the class and has clearly demonstrated
her ability to learn the new material.]
b. Explain how these next steps follow from your analysis of the student learning. Support
your explanation with principles from research and/or theory.
[These next steps follow my analysis of student learning because the majority of the class
showed a lack of analytical skills required to score better than an 80% on the test. These
analytical skills can be addressed by structuring assessments, lectures, and notes around
deeper-level inquiry using Blooms Taxonomy (Bloom, 1956). Blooms taxonomy will be a
valuable resource for structuring my classroom and questioning for students because it is a
ready-made resource that is made to assist teachers in designing tasks around higher order
thinking and increasing cognitive function. I also made the mistake of thinking that, as a
collective, the students were further along in their ability to analyze than they actually are. I will
structure my lessons and assessments with more supports based around these higher-level
questioning based off of Vygotskys Zone of Proximal Development (Vygotsky, 1978). These
supports will help students master their tasks and learning, and eventually I will be able to
remove supports for students.]

Edtpa - Secondary History-Social Studies - Assessment Commentary JB

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Secondary History/Social Studies

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

Student Total Score Question 1 Question 2 Question 3 Question 4

selected language function,

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