Edtpa Elementary Mathematics - 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.
[For this particular lesson segment, the students should be able to identify the greater than, less
than, and equal to symbols, and put the symbols in correctly to make the question true. The
Minnesota State Standard that applied to this lesson is:
MN Standard 1.1.1.6.: Number and Operation

Use words to describe the relative size of numbers.
Benchmark: Use the words equal to, not equal to, more than, less than, fewer than, is about,
and is nearly to describe numbers.]
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.
[For the lesson segment that was being taught, the pre-assessment was done informally with a
lot of “thumbs up if you understand this concept or how we got the correct answer, thumbs
sideways if you understand most of the concepts but need a little more practice, and thumbs
down if you have no idea and need more modeling and instruction”. We worked on multiple
problems on the SMART board, on individual whiteboards, and did a class activity in front of the
room involving volunteers (Video Clip 5:54-8:50). The activity was not originally planned, but
after seeing how many students that were not quite sure if they understood the learning target, I
switched it up quickly and used the students as props to make the lesson more active and
engaging. After the activity, I had the kids do another self-assessment and they all said they
understood the material much better. The post-assessment was very successful for majority of
the class. I provided a worksheet for the students where they had to write the correct symbol for
each question. The questions consisted of money, numbers, and examples from our previous
ice cream cone activity we did the day prior to this lesson. It was a great learning tool for the
students to see that using symbols does not always have to be with just numbers. They could
use money, shapes, or any other thing that is being compared to each other of the same
object/unit. For an example, for question 1, there were 3 pennies on one side and a nickel on
the other. The students had to place the correct symbol in between the two to make the
statement true (are 3 pennies greater than, less than, or equal to a nickel)?]
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
 conceptual understanding,
 procedural fluency, AND
 mathematical reasoning or problem-solving skills.
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Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, confusions, need for greater challenge).
[At the beginning of the lesson, the students were not sure how to wrap their minds around the
information that was being taught to them. I had to re-evaluate my teaching so I could better
engage my students. Emphasizing that this was a challenging topic to grasp, but having full
confidence in all of them I think gave everyone an extra boost to try harder to understand the
material. The students were successful at understanding that the greater than symbol (crocodile
mouth wants to eat the bigger number) opens up towards the larger number. When the students
could indicate which number was greater, they put the appropriate symbol facing towards the
greater number as they were supposed to do. Although this concept took a little while to tackle,
the students were proud knowing that they understood it. Areas of struggle were counting the
coins on the formal assessment piece. The students got mixed up with the different values of
each coin, which then affected their overall assessment score. Altogether, the students were
able to recite what they have just learned out loud to me, and hearing them speak about the
different rules, coin values, and in general main concepts of the lesson, ensured me that they
were capable of meeting the learning objectives/central focus.]
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.
[ ]
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
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[For each individual student, I provided a warm and cool feedback that we could discuss
together in our 1-on-1 feedback meeting. We verbally went over each feedback comment, and
discussed some ways of how they could improve or challenge themselves to move forward with
strengthening their abilities to master the objectives. After meeting with each individual student,
they felt more confident in what they need to do for next steps. Not only did I go over the
feedback comments with them, I also went through each individual answer to make sure they
understood what they did wrong on the post-assessment, and made sure each student
recognized how to do the work. Overall it was very successful speaking to each student 1-on-1
and where I could analyze what they are capable of with their knowledge of what they learned.]
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 be focusing on the progress that each student has made from this pre-assessment
through providing more example worksheets, fun learning apps for their iPads, and can always
give them another practice assessment to see where they are at within their learning transition. I
would then reassess their knowledge during their chapter test to see their overall progress and
see if what I’ve provided them was beneficial or not. If not, I would do more 1-on-1 work with
whatever student needed more clarification so they could master the learning objectives under
my full supervision.]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the video 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.
[Video Clip: 1:34-5:20, identifies what greater than, less than, and equal to are. As a whole
class, we discussed what each meant, and came up with easier language to identify the
symbols. We started with greater than, which we came up with language such as “larger
number”, or “bigger number”. Less than, we came up with “smaller number”, and equal to we
came up with “the same as”. The vocabulary that we came up with as a class I believe really
helped the students understand the meaning of the symbols and the students were then able to
differentiate the different between each.]
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).
[Next steps of instruction as a whole class for this lesson, would be to take the students and put
them in groups and practice the math concepts together in stations. I’ve learned that the
students in our class grasp material better when they are actively engaged with their peers
through “fun learning” such as stations. During stations, the students will be rotating from one
station to another, practicing math concepts from the lesson they just learned. In the lesson
activity, we did stations like money Top-It, Ice cream cone Top-It, and Dice Top-it. We could
continue using these stations and lengthen the time spent at each station so everyone could
really get extended practice. For the students who were already proficient in the material, having
them help “teach” their peers would benefit both students in challenging their overall knowledge
of what they need to know. For an example, students who understand the material, they would
benefit from learning the teaching aspect of helping out a peer, using proper vocab, phrases,
and how to describe the material instead of just understanding it on paper. The students who
need more help will benefit from understanding how their peers are presenting the material (not
always, but can be a critical moment). I believe that working with a peer can drastically change
the outcome of learning something different verse from a teacher. If the stations seem not to
work everyone in the class, there would be other ways to help students according to their
needs, and how they are being assessed on the material. The same instruction method would
be the same for the 3 focus students as well. They would first be put into stations, and after
assessing their progress, I could change things from there if extra help is needed.]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[The next steps for my students were developed using Vygotsky’s Social Development Theory.
Vygotsky highly believed in social interaction and how it plays a fundamental role in the process
of cognitive development. Meaning, children interacting with other children asserts their ability to
internalize skills, writing, culture, and speech. These tools are used to communicate with each
other, and by the internalizing the use of these tools, it left to much higher thinking skills as
opposed to not socializing while learning. Vygotsky used the Zone of Proximal Development
Zone (ZPD), which is “the distance between a student’s ability to perform a task under adult
guidance and/or with peer collaboration and the student’s ability solving the problem
independently” (*). Using the Zone of Proximal Development in my next steps only clarifies that
that stations the students would be working in would greatly impact their skills to master the
objectives in the lesson segment. Not only does this have to be done with peers (a younger
person than a teacher), but it would also work well with technology. Using certain iPad apps
could also benefit from working repetitiously.
(*) https://www.learning-theories.com/vygotskys-social-learning-theory.html]

Edtpa Elementary Mathematics - Assessment Commentary

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Elementary Mathematics

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

MN Standard 1.1.1.6.: Number and Operation

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