California Teaching Performance Assessment

1
California Teaching Performance Assessment

• ASSESSING LEARNING (AL)

• Multiple Subject Credential Program
• Department of Elementary and Bilingual Education
• California State University, Fullerton
• January 2009

2
The Nuts and Bolts

• In this task you will
• Select an assessment and plan for the whole class
  directions
• Learn about students Whole class and two focus
  students
• An English learner
• A student with an identified special need
• Adapt the assessment for two focus students
• Give the assessment to the whole class, including
  two focus students (must obtain signed releases)
• Analyze evidence of student learning and the
  assessment
• Reflect on assessment implementation and student
  learning

3
Step OneSelect an Assessment and Plan for the
Whole Class Directions

• Select academic content (Social Studies)
• At what point in the unit are you teaching
  (i.e., beginning, end, somewhere in between)?
• Based on the above, determine the purpose of the
  assessment?
• Entry-Level pre-assessment
• Progress-monitoring formative assessment
• Summative summative / post-assessment
• Plan the assessment (standards-based,
  developmentally-appropriate)

4
Step TwoLearn about Students

• Whole class
• Two focus students
• an English Learner (new, not from CTE)
• a student with a identified special needThe
  student must have a formal plan (i.e., IEP or 504
  Plan) or be designated as gifted or talented.
  (new, not from CTE)

5
Step ThreeAdapt the Assessment for Two Focus
Students

• Determine what adaptations you will make to the
  assessment for each studentKeep in mind that the
  objective of the assessment is to find out what
  students know about social studies content.
• Describe the adaptations for each student.
  Provide rationale.
• How will these decisions affect the information
  collected and the implementation of the
  assessment?

Resources IEP/504 plan, Vaughn, 434 text, etc.
6
Step FourGive the Assessment to the Whole Class
Two Focus Students

• Administer the assessment
• Collect and score the responses
• Consider all students responses and select three
  (in addition to the two focus students) that
  represent the range of achievement (submit all
  five)
• Explain your selections

7
Step FiveAnalyze Evidence of Student Learning
the Assessment

• Whole class (including Students 3-5)
• For Student 1 English learner
• For Student 2 Student with identified special
  need
• When describing student learning, cite specific
  evidence from the five responses that you will
  submit. Reference students by number (e.g.,
  Student 1 ).

8
Step SixReflect on Assessment Implementation
Student Learning

• Reflect on the assessment and the implementation
  of the assessment
• Reflect on student learning
• Reflect on your learning

9
Think about your experience with DI last
semester.Whats the Same? Whats Different?

• SAME as DI

• DIFFERENT than DI

10
Whats the Same? Whats Different?

• SAME as DI

• DIFFERENT than DI

• Pick content area standards
• Learn about the whole class
• Pick learn about two focus students
• Plan a class activity
• Modify it for focus students
• Reflect

• Content must be social studies
• Class activity is an assessment, not a lesson
• Focus student 2 must have a formal plan (IEP or
  504) or be designated as gifted or talented
• Must actually deliver the assessment
• Pick up student samples and score them
• Must obtain signed releases