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EDTPA Assesment Learning
46
Transcript
EDTPA Task 3: Assessing Student Learning
Cited
www.pinterest.com
http://www.passedtpa.com
edTPA Visual Arts Assessment Handbook
Part C: Assessment Commentary
Part A: Student Work Samples
Part B: Evidence of Feedback
Student Work Samples
Part D: The Evaluation Criteria
Analyze Student Learning
- What are the goals and standards
- An organizer/glance to see the progress and results on a project that the students did as a whole
- Providing specific examples explaining how the student(s) comprehended the visual art concepts; Form &structure, production, art context, personal perspetive
Having a rubric ready
Documenting that each student received feedback on their work.
- This could be a teacher writing feedback or independently discussing with a student.
Feedback to guide further learning
The plan to guide students and the teacher so everyone knows what is expected and what goals they need to reach
- Part A: How did you provide your feedback? Ex. Rubric, video of teacher providing video/audio critique.
- Part B: Explain how the feedback to the students provided a way to strengthen their skills & address their needs.
- Part C: How are you going to help the students apply your feedback
Your grading criteria of how you evaluated students work (EX. Rubric)
Task 3: You will be gathering your students work, taking three examples from your students (above average, average and a student with learning needs). Submit the three collected works and show you provided evaluation and feedback.
1. Analyzing Student Learning
2. Feedback to Guide Further Learning
3. Evidence of Language Understanding in use
4. Using Assessment to inform instruction
Evidence of feedback
Evidence of Language Understanding and Use
Collect three students work
- Provide up to three sources, evidence that shows student language use.
- Give specific examples from the sources mentioned that show where students used or struggled to use language
- Writing on student work
- Audio/Video Clip of teacher giving verbal feedback
Using Assessment to Inform Instruction
- Taking parts from your analysis (positive and negative) and how/what you as a teacher is going to keep and improve. This will help students move forward by teaching them in a more improved manner.
- Tying your plan back into your analysis of your students learning. Supported with principals from research and theory.
- This work includes students being able to successfully fulfill the requirements.
- Must be representing the different patterns for learning Ex: Seeing where students have struggled with part of a project
By: Megan Crisp and Emily Mettert!
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