edTPA ELE Task 4 Assignment

How does the candidate analyze whole class evidence to identify patterns of student learning?

EMERGING PERFORMANCE

PROFICIENT PERFORMANCE

ADVANCED PERFORMANCE

The evaluation criteria, learning objectives, summary and/or analysis are not aligned with each other.

Candidate identifies what students did right OR wrong related to

· conceptual understanding,

· procedural fluency,

OR

· mathematical reasoning/problem solving.

Candidate identifies what students did right AND wrong related to

· conceptual understanding

AND

· procedural fluency or mathematical reasoning/problem solving.

Candidate identifies and explicitly connects patterns of learning to

· conceptual understanding

AND

· procedural fluency or mathematical reasoning/problem solving.

Level 4 plus:

Candidate describes the relationship between or among patterns of learning.

There are significant content inaccuracies that affect analysis.

LOOK FORs:

· Lists what the students in the class did right OR wrong

· Focuses on only one of the math dimensions:

· Conceptual understanding

· Procedural fluency

OR

· Mathematical Reasoning

· Alignment is not clear between narrative and/or graphic summary, analysis, learning objectives and/or evaluation criteria

LOOK FORs:

· Lists what the students did right AND wrong

· Includes attention to only two of the mathematical dimensions:

· Conceptual understanding AND

· Procedural fluency or Mathematical Reasoning

· Narrative and/or graphic summary aligns with analysis

LOOK FORs:

All from Proficient and…

· Describes students understandings and struggles in terms of two of the three dimensions

· Conceptual understanding AND

· Procedural fluency or Mathematical Reasoning

· Provides specific examples from assessment in describing what students understand and struggled with

· Shows how math understandings and struggles are related to each other.

How does the candidate use student work to analyze mathematical errors, confusions, and partial understandings?

EMERGING PERFORMANCE

PROFICIENT PERFORMANCE

ADVANCED PERFORMANCE

The analysis is not supported by student work samples.

Candidate selects student work samples that are loosely connected to identified student struggles (errors, confusions, or partial understandings).

Candidate uses evidence from the 3 focus student work samples to identify the specific student struggles (errors, confusions, or partial understandings).

Candidate uses evidence from the 3 focus student work samples to explain the student struggles (errors, confusions, or partial understandings) in relation to the related mathematical concepts.

Level 4 plus:

Analysis includes explicit connections between the identified area of struggle and underlying mathematical understandings and misconceptions.

LOOK FORs:

· Candidate selects work samples that do not align with identified struggle(s) from the analysis

· Uses examples from only one or two of the student work samples to identify the specific struggle

· Work samples do not show evidence of the struggle that the candidate addresses

LOOK FORs:

· Specific examples from all three student work samples are included in the description of the specific student struggle(s)

· The evidence is consistently aligned with the identified area of struggle

LOOK FORs:

All from Proficient and…

· The explanation of student struggles connects the error(s) on the three student work samples to specific mathematical concepts

· The analysis clearly shows how the student error(s) and/or partial understanding is specifically connected to math understanding/knowledge.

· The analysis points to specific math concepts and understandings that are causing the student struggle.