Teacher Performance

Assessment
Task 3
Tori Kilgore
Spring 2016
Grade 2

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Table of Contents
A. 2D Shape Pre-Assessment

B. 2D Shape Post-Assessment

C. Student Work Samples and Assessments

a. Student 1

b. Student 2

11

c. Student 3

13

D. Assessment Commentary

15

E. Works Cited

21

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2D Shape Pre-Assessment
Name: ______________________________
Draw a triangle.!

Draw a square.!

Draw a polygon.!

Draw a rectangle.!

Draw a quadrilateral. !

Which shapeis a polygon? Circleit.

How do you know?

_______________________________________________________________________________________
_______________________________________________________________________________________

Which shapeis a quadrilateral? Circle it.

How do you know?

_______________________________________________________________________________________
_______________________________________________________________________________________

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Name: ______________________________
Nametheshape. Tell how many sides, angles, and vertices.
__________ sides

__________ sides

__________ angles

__________ angles

Shape: ________________

Shape: ________________

Draw theshape. Tell how many sides, angles, vertices.

Pentagon

__________ sides

Triangle

__________ angles

Draw a lineto show how theshapecan besplit into two equal parts.

__________ sides

__________ angles

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2D Shape Post-Assessment

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Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
1. Draw a polygon.

2. Draw a quadrilateral.

Shape name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Shape name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

3. Which shape is a polygon? Circle it.

How do you know?

______________________ __________________________________________
______________________ __________________________________________
______________________ _______________________ _______ _
4. Partition each shape into thirds.

5. Which shape is a quadrilateral? Circle it.

How do you know?

______________________ __________________________________________
______________________ __________________________________________
______________________ ____________________ __________
10. Draw a hexagon. Name 2 attributes of the shape.
1. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
6. Name the shape. Tell how many sides, angles, and vertices.
_ _ _ _ _ _ _ _ _ _ sides

_ _ _ _ _ _ _ _ _ _ sides

_ _ _ _ _ _ _ _ _ _ angles

_ _ _ _ _ _ _ _ _ _ angles

_ _ _ _ _ _ _ _ _ _ vertices

_ _ _ _ _ _ _ _ _ _ vertices
Shape: _ _ _ _ _ _ _ _ _ _ _ _ _ _

Shape: _ _ _ _ _ _ _ _ _ _ _ _ _ _

7. Partition each shape into fourths.

8. Draw the shape. Tell how many sides, angles, vertices.

Pentagon

_ _ _ _ _ _ _ _ _ _ sides

_ _ _ _ _ _ _ _ _ _ sides

Triangle

_ _ _ _ _ _ _ _ _ _ angles

_ _ _ _ _ _ _ _ _ _ angles

_ _ _ _ _ _ _ _ _ _ vertices

_ _ _ _ _ _ _ _ _ _ vertices

9. Partition each shape into halves.

11. Write the number of parts. Circle equal or unequal.

____

equal unequal

____

equal

unequal

____

equal

unequal

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Student Sample #1

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Student Sample #2

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Student Sample #3

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Assessment Commentary
1. Analyzing Student Learning
a. Identify the specific standards/objectives from the focus lesson plans
measured by the assessment chosen for analysis.
State Standard(s):
2.G.1: Identify, describe, and classify two- and three- dimensional
shapes (triangle, square, rectangle, cube, right rectangular prism)
according to the number and shape of faces and the number of
sides and/or vertices. Draw two-dimensional shapes.
2.G.2: Create squares, rectangles, triangles, cubes, and right
rectangular prisms using appropriate materials.
2.G.3: Investigate and predict the result of composing and
decomposing two- and three-dimensional shapes.
2.G.5: Partition circles and rectangles into two, three, and four
equal parts; describe the shares using the words halves, thirds, half
of, a third of, etc.; and describe the whole as two halves, three
thirds, and four fourths. Recognize that equal parts of identical
wholes need not have the same shape.
Student Objectives (outcomes):
The students will be able to identify and describe polygons based
on their attributes.
The students will be able to describe the meaning of side, vertices,
and angle.
The students will be able to identify the number of sides, vertices,
and angles on different types of polygons.
The students will be able to identify the names of polygons based
on their attributes and appearance (triangle, quadrilaterals,
pentagon, hexagon).
The students will be able to partition circles, rectangles, and other
polygons into halves, thirds, and fourths by composing and
decomposing shapes with manipulates and by drawing.
The students will be able to describe their partitioned shapes using
the words halves, thirds, and fourths.
b. Provide the evaluation criteria you used to analyze the student learning.
See 2-D Shape Pre-Assessment (page 3) and 2-D Shape PostAssessment (page 5).
The students did not see the results of their pre-test until the
same day I passed back the graded post-tests so that all the

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students could see where they began and how much they
improved throughout the unit.
c. Provide a graphic (table or chart) or narrative summary of student
learning for your whole class. Be sure to summarize student learning for
all evaluation criteria described above.
(See 2-D Shape Pre-Assessment (page 3) and 2-D Shape Post-Assessment (page
5). While I had planned a 5-day 2-D shape unit, it ended up taking 2 full weeks to
get through due to snow days, two-hour delays, and simply just needing more
time to finish up activities, etc. The unit started by defining and analyzing
polygons and then went deeper into studying different types of polygons, such as
quadrilaterals where students learned to identify the number of sides, angles, and
vertices of each shape. This led into learning the names of these shapes based on
their attributes, which is another important term we discussed a lot over the two
weeks. Lastly, we learned about and practiced partitioning polygons into halves,
thirds, and fourths. Throughout the two weeks, we continuously reviewed and
practiced skills that had been previously learned in the unit to help it keep fresh in
our minds and to use that knowledge to build upon in the current lesson. We did
some whole group activities, small group, and partner work. The two days before
the final post assessment, the students did station work individually where they
had to complete activities that practiced all of these skills. As they turned them in,
I would check over them and have the students correct any mistakes or errors
where they had to figure out the error or mistake on their own. I wanted to them to
do this so that they were able to identify their own mistakes and think about what
they really needed to practice for the test. It was also a great way for me to
conference and check in with each student regarding this unit of study and
provide feedback to them or give them a little extra help one-on-one right before
the test. On the very last day of the unit, the students took the 2-D shape postassessment. I could tell as I walked around the room while they were working on
the test that many of them were feeling very confident and had thought about the
things I had told them over the past couple days to help them review. Most
students finished much quicker than I had imagined. When grading the exams, I
was very happy with the end results. The majority of the class only missed - 2
points for small errors. There were a few students who missed some larger items,
but I was overall very pleased. Almost all students were able to identify the
attributes of each of the shapes on the test and provide names for them. All
students where able to partition shapes correctly and the majority of students were
able to identify the polygon and quadrilateral at the beginning of the test. Some
students did have a little trouble providing a reason as to why they circled the
shape they did, but as long as they were able to tell me one complete reason, I did
not take off any points. I passed back the pre-tests first the next day so that

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students were reminded of where they started before beginning this unit, and then
passed back their post-test so that they could compare how much better they all
did on the post-assessment.
d. Use evidence found in the three 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. Consider what students
understand and do well, and where they continue to struggle (e.g.,
common errors, confusions, need for greater challenge).
Overall, the students did absolutely amazing on the post-assessment in our 2-D
shape unit and I was very impressed with how much they all achieved and gained
throughout the unit. The majority of the post-assessments were done very well
and I could tell that the students did their very best and applied their knowledge
from the entire unit. Over three-fourths of the class missed two or less. Despite
the student success, there was a common thread of mistakes and errors I noticed.
Even though we went over the attributes that make a polygon a polygon almost
every day throughout the ten-day unit, many students struggled in writing a
sentence that gave me at least one complete, thought out reason for why the shape
they circled was a polygon (See Student Samples #2-3). If I were to reteach this
concept, I would have the students do some practice with explaining their
reasoning. This could be done in small groups, or by having the students explain
their reasoning to a partner or small group. It could also be done by having the
students practicing writing their reasoning on a sticky note, etc. Another problem
that I found in a few student post-assessments was that the students were not
partitioning the shapes into equal parts. We spent a lot of time practicing and
putting an emphasis on making sure their parts were equal, otherwise they would
not be considered halves, thirds, fourths, etc. If I reteach this lesson, I would
spend even more time practicing this skill and give students some shape
manipulatives to help them measure to make sure their parts were equal. One last
thing I noticed was that a few students struggled with drawing and identifying a
pentagon (See Student Sample #2-3). Next time I reteach this lesson, I would
have the students practice drawing these shapes more on their own. In all, the
students did a wonderful job throughout the whole unit and I could tell that they
really enjoyed it. They all worked very hard and were able to stay on task and
caught up with the whole class. I felt that I moved at an appropriate rate for the
class overall. I think this unit was very successful overall.
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback you provided to support your
explanations.

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a. Describe how you provided feedback to the 3 focus students, i.e., written
comments on work samples, verbal conference.
Throughout every lesson, I spent the majority of my time while I was not teaching
or working with a group walking around and performing informal assessments to
gauge where students were developing the best understanding and where they
needed more instruction and then providing them with that individually, in small
groups, or large group depending on who and how many needed extra assistance.
This process over the 10-day period helped me chose my focus students, which
are a wide-range in terms of academic success. After the post-test is when I met
specifically with these three students individually to have a short, but important
verbal conference.
Student Sample #1: I met with this student and discussed how proud I
was of her regarding how well she did on the test. I told her that I
could tell she worked really hard and did her very best on the test. We
discussed #3, which is the only problem she missed. I had her reread
her explanation for number 3 and then asked her if she could identify
why she got this problem wrong. She immediately figured out that she
wrote in her answer that a rectangle was not a polygon, when in fact it
was. I asked her to name the reasons why a rectangle was considered a
polygon, and she was able to name all reasons. We both agreed that
she either read the question wrong or simply made a silly mistake. I
was happy that she was able to identify the mistake on her own and tell
me the correct answer with proper reasoning. I also talked to her about
how great her reasoning was for both #3 and #5. I told her that I like
that she provides so much detail, and that its a great habit to keep up
on. I told her to keep that in mind for our 3-D shape unit that we would
soon be starting.
Student Sample #2: I met with this student to discuss several things.
While this student is usually a C average student, I still wanted to
discuss her errors/mistakes to see if she could figure them out on her
own. I first discussed #1-2 with her and asked her if she knew the
actual name of the shapes, even though they are considered to be a
polygon and quadrilateral. She shook her head no and then I asked her
if she could think of another shape that is considered to be a polygon
and a quadrilateral. She was able to name a shape for both, so then I
proceeded to ask her if she knew how to draw them. She said she did,
so then we both agreed it would have been a better choice for her to
draw those shapes. Also, we discussed the reasoning portion of the #3
and #5. For #3, she talked about doing group work, which we did
when we studied this concept. I then proceeded to ask her if she could

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remember any of the reasons that she had mentioned during our group
work as to what makes the shape she circled a polygon. She was not
able to recall the things she said during group work for either shape. I
told her that I would work with her on explaining her reasoning from
now on to help her put her thoughts on paper. The last two things we
discussed were #6 and #8. She was now able to identify #6 as a
pentagon and then realized what she should have drawn for #8, which
would have then given her the correct number of sides, vertices, and
angles for #8. The main thing from this conference was discussing
reasoning to support your answers.
Student Sample #3: I met with this student to also discuss a couple
important concepts that I noticed on this students test. While I did
praise the student for doing fairly well on the test, the first thing I had
this student do was to try and name all of the attributes that make up a
polygon. Once the student mentioned that the shape must be flat, I then
pointed to #3 and asked the students to see if she could find her
mistake. She was immediately able to point out her mistake, identify
the correct answer, and provide a much more detailed reasoning as to
why this was the correct answer. We then discussed the importance of
using the rules we learn to help us find the correct answers. I made a
short comment about #4 and just to make sure that the student reads
directions very carefully and to always double check work, because
she would have most likely found her mistake if she would have went
back and checked her answer. Lastly, we discussed #8. I asked the
student to try and identify the reason why I marked her drawn
pentagon wrong. She was able to recognize the difference the pentagon
in #6 and the one she drew in #8. I explained to her that the extra line
she drew caused her shape to have an extra side, which makes it not a
polygon. I then also asked her to recount the sides, angles, and
vertices, and compare her answers to the pentagon in #6. Again, we
discussed to work carefully and to always go back and check our
work. I told her we would work on this in our 3-D shape unit. We also
discussed how proud I was of her on partitioning her shapes so neatly
after we had had a little bit of trouble with this task earlier in the week.
The rest of the students I also met with individually or small groups based on
how they did on the post-assessment. If several students missed the same
problem or made a very similar mistake, I pulled them all over to discuss it.
b. Explain how feedback provided to the three focus students addressed their
individual strengths (consider personal/community/cultural assets and how

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you described them in Task 1 here) and needs relative to the
standards/objectives measured.
I made sure to start every verbal conference I had with each student or group of
students by commenting on what they did very well and their overall strengths.
This provided them with confidence and some positive affirmation for the work
they put in throughout the unit and on the post-assessment. Doing this then
allowed me to review their test with them and provide them with some
constructive criticism on things and areas they could improve on in future units
and assignments without putting them down. For Student Sample #1, who is a
very high performing student, I pointed out that she did an excellent job with her
written explanations but made sure to check to see if she could find her mistake
by reading her reasoning and verbally telling me the characteristics of a polygon.
For Student Sample #2, a low-average student, I pointed out how well she had
done on portioning shapes but made sure to talk to her about shape names, using
better reasoning, and being a little neater when drawing shapes. For Student
Sample 3, my high-average student, I described that I was proud of how well she
did with partitioning shapes on the test and that her drawn shapes were very neat,
but stated that she needs to read directions carefully, work more carefully, and
always go back to check your work to help you find mistakes.
c. How will you support the students to apply the feedback to guide
improvement, either within the learning segment or at a later time?
For Student Sample #1, I will use her reasoning as examples for the rest of the
class and continue to push her to high expectations when explaining your
reasoning through writing and to make adjustments to already great work to show
her that there is always room for improvement. For Student Sample #2, I will
work alongside this student to help her with writing down her reasoning into
complete thoughts and sentences. She often gets stuck in the explaining process,
but will be able to nicely write down her thoughts once she has assistance in
getting her thoughts organized. I will use a lot of questioning strategies to get her
to think about her reasoning and positive affirmation to keep her motivated. I will
also spend more time working alongside her to be of greater assistance when she
gets stuck. I will motivate this student by praising for her neatness and show her
how her grades can improve once she learns to use her neatness to explain her
reasoning. For Student Sample #3, I will work alongside her to make sure that she
is constantly checking her work before turning it in. I will spend more time
working alongside her to keep her motivated and making sure she stays on task,
which will help her read and follow directions more closely. She does a great job
when she follows directions and reads carefully, so I will encourage her to work
on this habit so that she can make less errors and minor mistakes.

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3. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1cd,
explain next steps for instruction. Support your explanation with
principles from research and/or theory.
For the whole class, the next thing that will be studying in math is 3-D shapes. 3D
shapes are a lot more complex than 2D shapes, so students will have to take their
background knowledge of what they now know about 2D shapes to apply and
build their knowledge of 3D shapes. We will still talk about the terms attribute,
sides, and vertices. However, we will now add the terms face and edge, and will
be looking at all of these attributes of six different 3D shapes. In addition, we will
use these attributes to determine which 3D shapes roll, stack, and slide. We will
also be comparing and contrasting 3D shapes based on all of the attributes that we
discuss to determine how shapes and alike and different. During this two week
unit, we will be doing a lot of hands-on activities with these shapes because I
believe that the students will be more able to recognize and identify these
different attributes by simply having the shapes in their hands and feeling them.
Since all students have successfully completed and mastered the 2D shape unit
and concepts, we will all move on as a class to 3D shapes. While we all be doing
the same activities or similar activities practicing the same skills and concepts, I
will be doing particular things and looking for certain things in my three focus
students work. For student #1, I will be using her reasoning examples as
expectations for other students to show them what is expected of them. I will also
be expecting student 1 to continue improving on her reasoning, especially when
comparing and contrasting 3D shapes. I will be looking for more reasoning and
more than one sentence. For student #2, I will make sure I work with her in a
small group or individually throughout the unit on improving her reasoning. I will
work on her having her first discuss her reasoning with myself or another peer
before writing it down so that she can get feedback and ideas of how to put her
thoughts into complete sentences. The main struggle in this unit for this student
will be when we are comparing and contrasting 3D shapes, so we will really focus
on reasoning during this time. I will also provide this student a list of shape names
so that she will be able to use this during writing assignments since she often has
trouble sounding out and spelling unfamiliar words. For student 3#, she will be
required to check her work before she can turn it in. I will be working with her on
minimizing silly errors and mistakes by ensuring that she stays focused and
checks her work often. This will lead to her doing better on assignments and
activities, which will give her overall better confidence.

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I believe that this is the best next instructional step to take because 3D shape
knowledge builds from what students have learned about 2D shapes. In addition,
2D shapes must have been taught before you can learn about 3D shapes to ensure
that students know the difference between the two before looking at the more
complex attributes of 3D shapes. Piagets learning theory, the constructivist
approach to education, believes that the students prior knowledge plays a large
role in student learning (2006). According to Piagets constructivist theory,
Rather, the role of the teacher is to facilitate discovery by providing the
necessary resources and by guiding learners as they attempt to assimilate new
knowledge to old and to new and to modify the old to accommodate the new
(2006). Therefore, we should use what students already know about a topic, skill,
or concept, and build upon it. Students can take what they know about a topic, be
active participants in problem solving and learning, and create new knowledge by
using what they already know. This is also often referred to activating a students
schema. It only makes sense to build upon student knowledge by taking it to the
next level during the next step in instruction.

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Works Cited
Cognitive Constructivism. (2006). Retrieved April 04, 2016, from
http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/cognitiveconstructivism/