edTPA Assessment Commentary

Elementary Mathematics 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. [ This lesson plan has been designed to teach for the following learning objectives: • Students use careful craftsmanship to develop a collaborative mural inspired by Pop artist Keith Haring.

• Student will be able to use line and color to create a contour line shape.

• Student will use a visual symbol to represent personal or cultural interests.

• Students will participate within a studio classroom, following procedures and showing appropriate disposition.

• Students will learn the use and care classroom materials appropriately.]

• Students will use vocabulary associated with the learning segment as well as descriptive language to refer to process and student work.

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. [

Studio participation: Shows respect for the studio space, routines, and individuals (one’s self, teacher, and other student artists) Use and care of materials: Uses materials as appropriate cares for and

Distinguished

Proficient

Basic

Unsatisfactory

4

3

2

1

Student uses time wisely in the studio classroom, consistently makes positive choices, and works well as a team with others in the studio

Student is always prepared to learn, is positive, polite, and respectful to others

Student makes an effort to participate in studio routines and follow studio procedures; student is learning to make positive choices in the studio

Student does not participate in studio routines and does not follow studio procedures; student is disrespectful to members of the studio classroom

Student has mastered use of materials and shows a curiosity for new ways to use materials

Student always cares for and uses supplies in an appropriate manner

Student is in the process of learning to use materials and take care of studio

Student has no mastery of materials or shows disregard for studio work and space

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Elementary Mathematics Task 3: Assessment Commentary

cleans up materials, workspace, and artworks Contour Line Form: Student uses line and shape to create a contour line figure and symbol Craftsmanship and Collaboration: Student uses care to develop art and works well using a collaborative mindset to arrange an aesthetically pleasant mural

Use of Academic Language: Uses vocabulary associated with the landscape unit and descriptive language when discussing student work

classroom work and space

Student created 3 colorful shapes: 2 active figures and 1 symbol. Contour lines are drawn neatly around outer edge of the cut paper shapes.

Student created 3 colorful shapes and tried to draw contour lines neatly around outer edge of the cut paper shapes.

Student created fewer than 3 colorful shapes or struggled to draw contour lines neatly around outer edge of the cut paper shapes.

Student did not create more than 1 colorful shape or was unable to draw contour lines neatly around outer edge of the cut paper shapes.

The collage shows considerable attention to construction. The items are neatly trimmed works. No visible glue around the edges of the shapes.

Student worked collaboratively with a partner to arrange individual shapes into an aesthetically pleasing mural.

The items are neatly trimmed. A few barely noticeable stray marks, smudges or glue stains are present. Student worked collaboratively with a partner to arrange individual shapes into an aesthetically pleasing mural.

The collage shows some attention to construction. Most items are neatly trimmed. Noticeable stray marks, smudges or glue stains are present.

Or student struggled to work collaboratively with a partner to arrange individual shapes into an aesthetically pleasing mural.

The collage was put together sloppily.

Pieces may be loose. Smudges, stains, rips, uneven edges, and/or stray marks are evident.

Or student failed to work collaboratively with a partner to arrange individual shapes into an aesthetically pleasing mural.

Student has a mastery of the vocabulary and uses his descriptive language to make interpretive inferences about visual work

Student has good usage of the vocabulary and uses strong descriptive words when discussing visual work

Student understands and uses some of the vocabulary and can speak about visual work using descriptive words

Student has little grasp of the vocabulary and has a difficult time describing visual work

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 for individual learners relative to their abilities to create, present, or respond to visual art.

The evidence being analyzed should incorporate learning about at least one of the following components: Copyright Š 2018 Board of Trustees of the Leland Stanford Junior University.

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Elementary Mathematics Task 3: Assessment Commentary

o o o

interpreting art developing works of art/design relating art to context

Consider what students understand and do well, and where they continue to struggle (e.g., common errors, confusions, need for greater challenge). [ Most students in this particular class excelled in terms of studio participation. Students were eager to participate and were respectful to each other during demo time, work time, and critique.

As well, they were able to master the routines of the studio quite effectively by the end of the learning segment, especially the management of the distribution and cleanup of the various supplies. Students also had great success in terms of use and care of materials, being able to maintain the workspace, appropriately care for and use the scissors and permanent markers.

Most students had success in creating 2 contour figures based on active figure models as well as one shape as a representative symbol of a cultural or personal interest; however some struggled to develop original references. Only a portion of the students gave extensive consideration to the placement of their shapes while collaborating on the collage by experimenting with arrangement and discussing one-to-one; however, most were able to work collaboratively to create arrangements that both partners were satisfied with.

Many of the students showed a strong grasp of the vocabulary by the end of the learning segment, as they were able to use the language during one-on-one conversation with the instructor, in small group with peers, and some in whole group. Students were able to respond to prompts containing this language in most instances along the way in the learning segment.

Many students needed encouragement in participating in whole group discussion using descriptive language; however, a great portion of them had greater success in small group or one-on-one. A portion of students showed great strength in this task and were eager to share with the class, while a vast many were still developing this skill.

Student 1 represents the general population of the class who were able to grasp new concepts quickly and met or exceeded the objectives in the evaluation criteria. Student 1 demonstrated her ability to incorporate the active figure model in creative their figurative shapes. They all were able to showcase a personal interest in creating a symbolic shape. Careful craftsmanship was incorporated in their construction. Their final arrangement reflected thoughtfulness, experimentation and a collaborative attitude. Student 1 demonstrated her ability to relate vocabulary from Lesson 1 linked to the context of Pop Art, culture, and public works of art. This can be seen in her use of words like “popular dance moves” “Tik Tok” and “other students passing by” to describe her choices of subject and arrangement.

Student 2 represents the student with an individual education plan (IEP). The IEP student faced different challenges and required adaptations in order to better reach them all. Student 2 requires a lot of one on one instruction and constant reminders of the criteria. He benefits from individualized instruction and written/visual directions to refer to. While this student has less confident use of the materials, student 2 demonstrated a persistence to improve his contour drawing technique and showed progress in honing his cutting skills. With more one on one direction, student 2 could continue to improve his artistic development. Student 2 demonstrated some understanding of the objectives behind the Pop Art symbol. He showed some personal perspective, albeit unoriginal thought, in his symbolic shape but did not succeed in incorporating academic vocabulary during interactions with teacher or during collaborative process with collage partner. Students (including student 2) who partially met the targeted goal of the analysis could have benefitted from a refresher of the academic vocabulary that connected to Pop Art, Elements of Art, and Principles of Design relative to our inspirational subject artist.

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Elementary Mathematics Task 3: Assessment Commentary

Student 3 represents students in the class who require extra attention to combat lack of motivation and persistence in completing tasks. Student 3 also represents students who struggled to grasp some concepts of the learning segment. Student 3 wants to do well but has trouble taking feedback and interpreting that feedback into what works best for his artistic vision.

This student has had limited prior experience with creative tasks and demonstrates a lack or interest and frustration in the creative challenges. Student 3 wants the teacher to tell him what to do to complete his work instead of experimenting with the techniques and materials. When it comes to the development of his artwork, student 3 falls between the emerging/developing category. His craftsmanship is rushed and he does not challenge himself to think thoughtfully about creative decisions. ] 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. [ N/A ] 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.)

ď‚Ą Written directly on work samples or in separate documents that were provided to the focus students [Feedback was provided on the rubric attached to the work samples. Feedback included remarks in each section of rubric. ] b. Explain how feedback provided to the 3 focus students addresses their individual strengths and needs relative to the learning objectives measured.

[Feedback provided to the three focus students championed their strengths in terms of the objectives, pointing out particular moments wherein they clearly demonstrated their learning.

Feedback was constructive in terms, prioritizing of growth and emerging comprehension and the demonstration of skills and concepts. Feedback encouraged students to consider areas of weakness, using their strengths in one area to help them achieve growth in another. ] 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.

[I will help students to apply the feedback when working with similar skills in a subsequent learning segment. When opportunity arises, I will give positive reinforcement when a skill is demonstrated, so that I might help them to identify the task in which they need improvement.

Students are invited to thoughtfully respond to my feedback in their visual journals using academic language for added credit. Reflection during process allows students to adjust their own goals and reconsider parts of their skill set which needs attention. With support and guidance from instructor and peer groups, students can gather ideas as to reinforcing skills.]

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Elementary Mathematics Task 3: Assessment Commentary

3.

Evidence of Language Understanding and Use

When responding to the prompt below, use concrete examples from the clip(s) and/or student work samples as evidence. Evidence from the clip(s) 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 clip(s) 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 and/or symbols, AND  discourse or syntax to develop content understandings. [ In the initial Lesson students were able to use language to identify elements of art as well as pop culutral symbols and meanings. They practiced using the vocabulary from the learning segment to help grasp the content. At 1:28 a student reads the question “What does the radio represent in this context?” Another student answers, “…Music because people are dancing and happy.” By talking though a concept many students are able to own this information. By reinforcing the vocabulary with images and interaction students are more readily able to access the words. For example at 4:25, a student reads “Can you tell which Elements of Art are used in this composition?” The student answering calls the figures forms. While we talk more about it, she adjusts her answer to refer to “shapes,” the more appropriate word when discussing 2dimensional artwork.]

4. Using Assessment to Inform Instruction a. Based on your analysis of student learning presented in prompts 1b–c, 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).

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Elementary Mathematics Task 3: Assessment Commentary

[ Since students seem to have a fair grasp on the vocabulary and most have developed craftsmanship with cutting, gluing, and outlining contour shapes – and are now familiar with the practice of using figure models, I would hope to use this strong conceptual base as a link to another artistic skill or medium, such as observational drawing or abstract design. Having a concrete understanding of the elements of shape, line, and color would allow these students to begin to interpret more abstract imagery in art and identify subjects of interest to interpret.

Since students have also acquired a level of mastery with the materials, I would encourage all students to build upon these skills and broaden their use of representation in new lessons or when working in choice-based classroom stations. I would encourage Student 1 to push the limits of her abilities and to experiment freely with new materials or techniques. I would encourage Student 2 to spend more time developing original ideas through preliminary sketches before attempting a final work. And I would praise the efforts of Student 3, providing more scaffolding with concepts and studio processes, as well as encouraging more independent thinking when developing ideas around personal interests. ] b. Explain how these next steps follow from your analysis of student learning.

Support your explanation with principles from research and/or theory. [ Constructivists believe that students learn best when they can connect the new learning to prior knowledge and only through active learning. Having students continue to utilize their drawing skills in new ways with new materials and perspectives, provides them with a more experience set as they develop and become self-aware of their technical ability and artistic possibilities. Having a few basic ways to communicate about pop culture or personal interests and being able to identify its formal elements of art the work of others, allows them to broaden their view of what art can be and to develop a sense of comfort when reflecting on their own artistic interests or creative attempts,]

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