Documente Academic
Documente Profesional
Documente Cultură
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100% of the students in the class improved their score from the pre assessment score.8
students scored a 100% demonstrating complete understanding of regrouping. It is evident
that the student met the learning objective because 100% of the students passed the
assessment. ]
c. Using examples from the summary chart, discuss the patterns of learning across the
whole class relative to
conceptual understanding
procedural fluency
[ From the summary chart we can see that 8 students scored a 100% demonstrating
complete understanding of regrouping. On the work samples we can see that the students
were able to use the proper procedures to regroup to subtract. On student sample 1 we can
see that they understood the concept of regrouping and they were able to show the
procedures on their paper. ]
2. Analyzing Student Learning3 Focus Students
From your analysis of whole class student learning, identify one area where students
struggled mathematically. Select 3 student work samples that represent the struggles in
this area. These students will be your focus students for this task. At least one of the focus
students must have specific learning needs, for example, a student with an IEP
(Individualized Education Program) or 504 plan, an English language learner, a struggling
reader, an underperforming student or a student with gaps in academic knowledge, and/or a
gifted student needing greater support or challenge.
a. In what form did you submit the work samples for the 3 focus students? (Delete choices
that do not apply.)
b. Analyze the 3 students work samples and describe the students struggle(s) as they
relate to the underlying mathematical understanding and/or concept. Cite specific
evidence from the work samples in relation to mathematical errors, confusions, and
partial understandings.
What do the students errors tell you about their mathematical understanding? For
example, if a student error occurs in a subtraction problem, then the underlying
mathematical understanding may include regrouping, meaning of subtraction, and/or
subtraction as the inverse of addition. The related mathematical understanding becomes
the basis for the targeted learning objective/goal for the students.
[ After grading the post assessment, the most common error that occurred was rushing
through the work and making mistakes. Student 2 was included as a focus student because
of his misunderstanding of retaining place value during subtraction. Due to his mistake of
not keeping place value he got 4 problems wrong. I think the reason he did not get more
wrong is because he was counting down to solve. He made several mistakes yet got the
correct answer as seen in problems 3, 9 and 10. This student is also one of my struggling
readers that is given extra time on assignments when needed. I believe that some of these
mistakes were caused because he re-wrote the horizontal problem to be in a vertical format.
Student 1 made a subtraction error in the ones place on problem 10 leading to an incorrect
answer and she also forgot to take a ten away when she regrouped in problem 6. This
student has struggled with place value so I would like to work with her to practice keeping
place value and subtraction fact to 20. Student 3 was included as a focus student because
she is one of the top student in the class and made careless mistakes on problems 3 and 7
while working and ended up being one of lowest scores on the post assessment. ]
c. 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.
[ N/A ]
3. Developing Students Mathematical Understanding
a. Based on your analysis of the focus students work samples, write a targeted learning
objective/goal for the students related to the area of struggle.
[ Based on the analysis of the focus students work samples, the students will work carefully
to retain place value while working regrouping in subtraction. ]
b. Describe the re-engagement lesson you designed to develop each focus students
mathematical knowledge in relation to the targeted learning objective/goal. Your
description should include
targeted learning objective/goal from prompt 3a
state-adopted academic content standards that were the basis of the
analysis
strategies and learning tasks to re-engage students (including what you
and the students will be doing)
representations and other instructional resources/materials used to reengage students in learning
In audio files
In video files
[ I submitted the written work samples in text files from the re-engagement lesson. ]
b. Analyze the effectiveness of the strategies you used during the re-engagement lesson to
develop students mathematical understanding in the identified area of struggle.
Consider the change in students mathematical understanding or misconception(s) in
relation to the identified area of struggle when describing the effectiveness of the reengagement lesson.
[ The students really enjoyed the re-engagement lesson. As a group we did 3 problems
together using the base ten blocks to show concrete evidence of regrouping. The students
responded well to the use of the manipulatives and seemed to have a better understanding
of the importance of place value while solving a problem. The students took their time while
solving the problems and they made significantly less errors during subtracting which can be
seen in the student work samples. ]
c. 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.
[ N/A ]
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