Commentary Aj

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.
[ The assessment that I have chosen to analyze is the post assessment. The learning
objectives that will be measured are the students ability to: use various “invented strategies” to
solve additional problems within 20; create several strategies to help them solve addition
problems within 20; Use the doubles and make ten methods to solve addition problems within
20; and Use manipulatives to solve addition problems within 20.
The standards measured are:

MCC2.OA.2: Fluently add and subtract within 20 using mental strategies. By the end of Grade
2 know from memory all sums of two one-digit 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.
[
Student Conceptual Computational/Procedural Mathematical Overall
Name Understanding Fluency Reasoning/Problem
(out of 7) (out of 2) Solving Skills Proficient: 9-
(out of 1) 10
Satisfactory:
6-8
Re-teach: 5 or
fewer
Anthony 0 2 0 Re-teach (2)
Priscila 1 1 1 Re-teach (3)
Jose 1 0 0 Re-teach (1)
Brandon 0 0 0 Re-teach (0)
Sammy 7 2 1 Proficient (9)
Rosy 1 2 1 Re-teach (4)
Brandis 1 0 1 Re-teach (2)
Patrick 2 0 1 Re-teach (3)
Chloe 5 2 1 Proficient (9)
Lahiyza 0 0 1 Re-teach (1)
Justin 1 2 1 Re-teach (4)
Azucena 1 0 0 Re-teach (1)
Antoinette 7 2 1 Proficient (10)
Rosa
Yoselin 1 2 0 Re-teach (3)
Angel A A A
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Jaxciri 1 0 0 Re-teach (1)

Hemani 1 1 1 Re-teach (3)
Arturo 1 0 0 Re-teach (1)
Regina 5 2 1 Satisfactory (8)
Jody 1 2 1 Re-teach (4)
Jorge A A A A
Aleck 1 2 1 Re-teach (4)
Melanie 1 2 1 Re-teach (4)

Eliel 7 2 1 Proficient (10)
Nancy 0 0 0 Re-teach (0)
]
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.
Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, confusions, need for greater challenge).
[ Based on the students’ work samples from the Post-Test, I determined that I needed to re-
teach three (3) students. From looking very closely at these three students’ work samples, I
determined that two of these students showed that they understood how the algorithm worked.
However, the main problem was the fact that when asked to show their work, and show the
different strategies that they used, they neglected to do so. This information led me to believe
one of two things: 1) they didn’t understand the various strategies that were taught to them or;
2) they can’t explain how they arrived at the answer. In either case, this proves to be
problematic. The third student that I selected to re-teach is one who was absent from class the
day of the post-test. However, her work in through the lesson let me know that she would
definitely have had the same problems as the initial two students ]
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
 In audio files
 In video clip(s) from Instruction Task 2 (provide a time-stamp reference) or in
separate video clips
If a video or audio clip of feedback occurs in a group context (e.g., discussion), clearly
describe how the scorer can identify the focus student (e.g., position, physical
description) who is being given feedback.
[ ]
Patterns that I noticed about students’ conceptual understanding include that most of the
students understood how to use base-ten blocks to model adding number. It appears as though
they were extremely proficient with this skill. When it came tousling invented strategies and
strategies that were taught during the course of the lesson, the students struggled. I noticed
that with most of the problems I identified as being conceptual, my students had issues with.
They reverted back to using the tally marks, pictures, number lines and/or dots instead of using
any of the strategies shown or ones they had come up with.
As it relates to patterns in the problems that were label as computational/procedural, my

students performed much better with this. I realized that if you allow students to use any
strategy of their choosing then they will be successful. There were a variety of methods used,
however none of the methods were “invented” or any of the ones that were taught during the
lessons. Again, many of the students reverted back to what there were comfortable with. I also
noticed that a lot of the time was spent on these problems. During the lessons, I explained to
the students that the methods taught and the ones they “invented” would become much more
useful and consume much less time at some point when the problems become more difficult.
However, once the students go to the post-test, most of the students quickly went back to the
methods they were comfortable with.
As it relates to patterns in students’ mathematical reasoning/problem solving skills, I believe

this was the section of the test that most of the students were most successful with.
Most of the students were able to successfully determine what the problem required
them to do. Most of the students were also able to determine what useful information
and what was useless information. Only about 6 of the students show signs of having
difficulty with this type of questions.
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.
[ Based on the students’ work samples from the Post-Test, I determined that I needed to re-
teach three (3) students. From looking very closely at these three students’ work samples, I
determined that two of these students showed that they understood how the algorithm worked.
However, the main problem was the fact that when asked to show their work, and show the
different strategies that they used, they neglected to do so. This information led me to believe
one of two things: 1) they didn’t understand the various strategies that were taught to them or;
2) they can’t explain how they arrived at the answer. In either case, this proves to be
problematic. The third student that I selected to re-teach is one who was absent from class the
day of the post-test. However, her work in through the lesson let me know that she would
definitely have had the same problems as the initial two students. ]
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.
[ The re-engagement lesson was taught in a small group with only the three focus students. I
decided to do the re-engagement lesson this way in an effort to get more one-on-one with the
students. If I had chosen to do the re-engagement with the whole class, I feel as though I would
have run into the very same problem as I did before. Not being able to focus on these three
students who obviously needed my attention and assistance.
The reengagement was designed with the targeted learning objectives in mind. I wanted to get
the students to attempt to do more of the invented strategies. However, I also wanted to build
on their conceptual understanding, so I use the manipulatives in order to assist the students.
We used individual white boards and worked as a group to solve various problems. The
students used base-ten blocks and snap on blocks. I thought that with these manipulatives the
make ten method would be much easier to see and work out.
I gave the students several problems that required them to add within 20. They were required
to come up with various ways to solve the problem while using the manipulatives that were
given to them. I feel as though this environment was very helpful for them. The feel as though
the one-on-one attention that the received this time around was extremely helpful and the
students gained a lot more than from the previous lesson with the whole group involved]
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).
[During the re-engagement section of my lesson I pulled these three particular students out into
small groups. We sat in the back of the classroom so that the rest of the class wouldn’t disturb
us or the other way around. I gathered white board, dry erase markers, base-ten blocks and
other manipulatives, and the post-test. I started the lesson with allowing the students to
complete the problems anyway they knew how. Most of them completed the problem because
they knew the algorithm. After I did that, I allowed the students to use the base-ten block
because I wanted to make sure that they were able to use the base-ten blocks to solve the
problems. This is where we ran into our problem. The students seem to not understand how to
use the blocks. Which suggested to me that they didn’t understand place value. Most of the
two-day re-engagement lesson was spent on using the base-ten block because I didn’t feel that
the students were actually getting the concept. I wasn’t comfortable moving on and the
students still not understand how to use the blocks to solve the problems.
For me, this was one of the most difficult experiences. It really caused me to question my
abilities as a teacher. At the end of the two-day re-teaching lesson, I still don’t think my
students mastered the use of the base-ten blocks to solve the problems. In my mind, this
means that they won’t or are able right now to move forward with creating invented strategies to
solve the problems ]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[The theorist Robert Mills Gagne believed that there were five concepts of learning. In addition
to this, there are nine levels of learnings. Ganges believed that scaffolding provides an
opportunity for educators to on to a build lesson. This theory utilizes the concept of having
multiple ways to instruct students during lesson. This theory of Gagne’s theory is aiding all
styles of learning. I believe that this theory will truly help any educator when instructing
students due to its many levels of learning instruction. This will help students retain way more
information. Robert Mills Gagne theory can help provide accommodations to those students who
need additional assistance.]

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Elementary Mathematics

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

The standards measured are:

Jaxciri 1 0 0 Re-teach (1)

Melanie 1 2 1 Re-teach (4)

As it relates to patterns in the problems that were label as computational/procedural, my

As it relates to patterns in students’ mathematical reasoning/problem solving skills, I believe

struggling readers, underperforming students or those with gaps in academic

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