Universities often host prominent guest speakers for student audiences, e. First Lady of the United States Michelle Obama delivering remarks at Peking UniversityBeijingChina Higher education, also called tertiary, third stage, or postsecondary education, is the non-compulsory educational level that follows the completion of a school such as a high school or secondary school. Tertiary education is normally taken to include undergraduate and postgraduate educationas well as vocational education and training.
Identifying Student Outcomes from Task 2 Education reformers have envisioned teacher performance assessment as an approach for improving teaching and learning since the 80s. However, use of a performance assessment for new teachers really gained momentum when legislators in California made it a requirement for licensure InPACT was transformed into edTPA and many states are currently developing policies for including this assessment, or one similar, for new teacher licensure.
Although edTPA has numerous characteristics making it useful for training purposes, explicit statement of K student outcomes is not one of them.
For example, in order to identify outcomes for planning lessons for inclusion in an edTPA portfolio, candidates are best served searching rubrics for the instruction task. Even then, some significant interpretation is required to make sense of vague phrases such as, integrate essential literacy strategy, or develop desired knowledge or skill.
It is unclear why edTPA handbooks obscure K student outcomes, rather than stating them explicitly. Nevertheless, some basic interpretations of instruction rubrics are shown in the table to help candidates as they plan lessons and assessments for edTPA. Developing Retake Commentary Responses Student teachers who fail edTPA may retake the assessment by submitting one task or the entire portfolio.
Submitting revised and edited versions of portfolio parts, including commentary, is not permitted www. Approaches to retaking edTPA vary depending on specific deficiencies.
However, an analysis of one example 1 for special education shows some general considerations for earning additional points. For example, comparing an original and new commentary response shows Additional description — increasing word count Use of handbook terms and concepts — pre-assessment, baseline data, rubric Quantitative results — reporting standardized test and pre-assessment scores Articulation of effective practice — chunking content, having students revise work 1.
All student details, such as standardized test scores and names of tests — along with other background information — have been changed to ensure anonymity.
Original and new responses shared with permission of the author. Work Samples and Feedback Every subject requires three student work samples, except special education which requires a final assessment, and some other assessment pieces.
See an example Work Sample with Feedback. Generally, work samples are documents of some kind, such as paper-pencil assessments, though in some subject areas, video of student performance may be used as work sample evidence.
Note that physical education requires work samples in the form of videos. Some formatting requirements and procedures for work samples include the following: Conceal names including student, teacher, school, or district. As mentioned, some subject areas permit video format work samples, such as physical education or special education.
You need not conceal student names in videos but may refer to students by their first names, and nearby adults by their preferred name. Although most portfolios will include documents as work samples, the exact characteristics of the document may vary depending on subject area.
In most cases, the document will be an assessment. In other cases it will be a document with inserted photographs and captions, such as an artistic work for visual arts.
Digitizing work samples is readily done using a digital camera or camera phone.The tasks in this lesson plan do not have strictly correct or incorrect answers, but allow students to examine which language features are most likely present in informal or formal contexts.
When completing the writing tasks, students are encouraged to be creative and even exaggerate in their use of certain features for effect. I have read the article of "Planning a writing lesson" which was submitted by Catherine Morley on the 27th of April in The article was devoted to the most important theme.
An overview of formal versus informal assessments, the two general categories of assessments. Teachers. 50 Writing Activities for Meeting Higher Standards.
Professional Book. or standard scores are mostly commonly given from this type of assessment.
Informal assessments are not data driven but rather content and performance driven. For. Transforming media into collaborative spaces with video, voice, and text commenting.
A lesson plan that presents teaching and learning resources on formal letter writing. After completing this lesson, the students will be able to: • Differentiate between formal and informal letters. This lesson plan asks students to compare formal and informal language styles and articulate the specific features common to each style.
Students examine their own .