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Descriptive Statements:
- Demonstrate knowledge of basic assessment concepts, such as reliability, validity and fairness, and the characteristics, uses, advantages, and limitations of various types of formal and informal assessments.
- Demonstrate knowledge of appropriate assessment instruments and practices for given instructional situations or needs and how to select or construct assessments for various purposes (e.g., monitoring, screening, diagnosing, and assessing progress).
- Apply knowledge of strategies for integrating assessment and instruction; for aligning assessment with instructional goals; and for using assessment to monitor students' progress and to plan, evaluate, and individualize curriculum and teaching practices.
- Demonstrate knowledge of the benefits of using multiple assessment methods for supporting instruction and appropriate strategies for adapting classroom assessments for students with various characteristics, strengths, and needs.
- Apply knowledge of strategies for providing students with timely, accurate, and effective feedback and for helping students use teacher assessment, peer assessment, and self-assessment to guide their own learning.
- Apply knowledge of strategies for gathering, analyzing, and reporting data related to students' performance and achievement.
- Apply knowledge of how to interpret assessment results and how to communicate assessment results responsibly and effectively to students, families, and colleagues.
Sample Item:
A teacher regularly gives students brief quizzes of three to five questions covering material taught in the current or preceding lesson. Which of the following outcomes is likely to be the primary benefit of this practice?
- helping improve instruction through ongoing feedback on student understanding
- minimizing the amount of reteaching required for students to master curricular content
- ensuring that the teacher has adequate performance data to assign students a fair grade for the class
- enhancing students' engagement in the learning process and recognition of key learning goals
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. Instructional practices that support ongoing formative assessment and feedback empowers teachers to make informed decisions about instruction and planning that will lead to more effective teaching practices and improved student outcomes.
Descriptive Statements:
- Identify procedures used in curricular planning and decision making (e.g., defining scope and sequence, determining prerequisite knowledge and skills, aligning the curriculum with content standards).
- Demonstrate knowledge of key factors to consider in instructional planning (e.g., relevant standards; the nature of the content; content complexity; students' characteristics, needs, prior experiences, and current knowledge and skills).
- Demonstrate knowledge of how to define appropriate learning goals and objectives, select effective instructional approaches, and determine the sequence of instruction.
- Apply knowledge of effective lesson and unit plans and their characteristics (e.g., logical sequence, feasibility, inclusivity, completeness).
- Demonstrate knowledge of how to use appropriate criteria to evaluate and select instructional resources, including technological resources to meet varied student needs.
- Demonstrate knowledge of the benefits of and strategies for integrating curricula, creating interdisciplinary units of study, and planning learning experiences that explore content from integrated and varied perspectives.
- Apply knowledge of strategies for modifying curriculum and instruction based on students' characteristics and needs and for adapting lessons to facilitate success for all students.
Sample Item:
Eighth-grade science, social studies, and language arts teachers are planning an integrated unit on the Industrial Revolution. This instructional approach can be expected to enhance student learning primarily by:
- facilitating students' accelerated achievement of content standards in multiple subject areas.
- presenting students with tasks that are responsive to their individual learning preferences.
- promoting students' ability to apply a wide range of academic problem-solving strategies.
- connecting ideas for students in ways that make content more authentic and meaningful.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. Interdisciplinary planning is a strategy that creates a rich and meaningful learning experience that promotes comprehensive understanding, real-world relevance, critical thinking skills, engagement, motivation, and cross-curricular literacy skills for all students. By connecting ideas from different disciplines, teachers provide students with a robust foundation for learning and understanding complex topics like the Industrial Revolution.
Descriptive Statements:
- Recognize the characteristics, uses, benefits, and limitations of various instructional approaches (e.g., direct instruction, cooperative learning, inquiry learning), including student and teacher roles and responsibilities.
- Apply knowledge of how to organize and implement instruction that promotes the ability of all students to achieve learning goals and of how to continuously monitor instructional effectiveness and respond flexibly to students' understanding, engagement, and feedback.
- Apply knowledge of how to provide instruction that promotes higher-order thinking skills and creativity (e.g., independent thinking and learning; synthesis of knowledge; problem solving; acquisition, analysis, and organization of information) and helps students collaborate productively.
- Demonstrate knowledge of the use of technology in instruction and strategies for effectively integrating technology into specific instructional situations to support student learning.
- Apply knowledge of communication strategies for meeting specific instructional needs and for promoting understanding and engagement of all students in learning.
- Demonstrate knowledge of skilled questioning and how to use various questioning techniques to achieve instructional goals (e.g., facilitating recall, stimulating curiosity, encouraging divergent thinking).
Sample Item:
A tenth-grade history teacher is introducing a long-term project with several components. Students will be required to conduct research and interviews on a self-selected topic, write a report, and make an oral presentation. At this point in instruction, the teacher can best promote all students' ability to achieve the goals of the project by using which of the following strategies?
- assigning students partners to provide support throughout the project and scheduling regular times for the partners to meet
- reassuring students that they possess all of the skills and abilities needed to complete the project tasks
- organizing project tasks in a step-by-step sequence and providing students with directions and reminders for completing each step
- explaining to students how the objectives of the project fit into a larger instructional plan
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. Scaffolding is a teaching strategy that involves providing students with structured support and guidance as they learn new concepts or skills. In this example, the teacher is breaking down the long-term project into smaller, more manageable tasks which ensures that all students, regardless of their initial level of proficiency, have the opportunity to succeed.
Descriptive Statements:
- Demonstrate knowledge of strategies and procedures for creating a safe, supportive learning environment that encourages all students' active engagement, risk taking, and collaboration.
- Apply knowledge of strategies for promoting positive student interactions; facilitating conflict resolution; and promoting students' understanding and application of ethical principles, including honesty, respect, and civic responsibility.
- Apply knowledge of various strategies for managing student behavior as well as the relationship between specific classroom-management approaches and students' learning, actions, and responses.
- Apply knowledge of strategies for creating an organized and productive classroom environment that promotes learning, optimizes students' time on task, encourages self-regulation and a sense of responsibility and accountability, and fosters excellence.
- Apply knowledge of effective strategies for organizing the classroom environment to meet instructional needs, manage class schedules and transitions, and handle routine tasks and unanticipated situations.
- Demonstrate knowledge of factors that can affect classroom communication and methods for interacting effectively with all students to achieve specified goals (e.g., clarifying content, communicating high expectations, building student self-esteem, promoting a climate of support).
- Demonstrate knowledge of intrinsic and extrinsic motivation, the relationship between students' direct engagement and motivation, strategies for gaining students' attention and promoting motivation to learn, and ways to sustain student interest and promote intrinsic motivation.
- Demonstrate knowledge of factors and situations that tend to promote or diminish student motivation, appropriate ways to apply various motivational strategies, and the expected outcomes of different motivational strategies in given situations.
Sample Item:
Students are most likely to be intrinsically motivated to learn and master subject matter when they:
- know that they will be tested on their understanding of the content in the near future.
- believe that the work they are doing is interesting and relates to their own lives.
- perceive that their performance compares favorably with that of peers engaged in the same tasks.
- anticipate that they will receive positive reinforcement for achieving instructional objectives.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. Intrinsic motivation refers to the innate desire to engage in activities for the inherent, personal fulfillment they provide rather than for the external rewards or incentives. Teachers understand that students' intrinsic motivation to find the subject matter interesting and relevant to their lives is a crucial factor to create engaging and effective learning experiences. These experiences will promote academic achievement, foster lifelong learning, and empower students to reach their full potential.
Use the case study below to complete the assignment that follows.
Background
A first-year teacher in a middle school has a fourth-period earth science class with 28 students who achieve at a range of levels, although nearly all of the students earn passing grades in this class. A few of the students read somewhat below grade level and sometimes struggle to comprehend the content in the textbook. Most of the students are eager learners and enjoy socializing with the teacher and with one another. In an effort to enhance students' achievement, the teacher has decided to implement cooperative learning as an instructional strategy.
Planning Steps
The teacher prepared several short, nongraded tasks for students' first cooperative learning experiences. The teacher placed students in four groups of seven. The groups are homogeneous based on students' reading levels. The teacher designated one student in each group as group leader, except for the group of students reading at the lowest levels. The teacher plans to lead this group themselves. The teacher explained to students that the purpose of cooperative learning is to work together to achieve a common goal and for every student to have a chance to participate and contribute to the group's final product. The teacher identified several possible roles within each group, including recorder, reporter, and fact checker.
First Cooperative Learning Task
The teacher began by having students read a chapter on pollution in their textbooks. The teacher then called out student groups, identified the leader for each group, and assigned the following task.
- Discuss different kinds of pollution and their effects on the environment. Choose a recorder to take notes on the discussion.
- Choose one type of pollution and brainstorm different ways that people can reduce that particular type of pollution.
- Review your list and decide together on the best three ideas. Select a reporter to share your group's ideas with the class. You have 20 minutes.
Excerpts from the Teacher's Reflections
Some groups took a long time with tasks like choosing a group member to take notes. There was quite a range in the quality of each group's responses. … Some students did not interact well with one another; a few students laughed at their peers' ideas, resulting in some hurt feelings. … Only one of the groups completed the entire task. … The group leaders did not show the level of leadership I had expected. One of them dominated their group; another had trouble directing the group's discussion. … The group I worked with seemed less enthusiastic than other groups.
Excerpts from Students' Journals
Margot: I really didn't get to talk. When James was through talking, our time was used up.
Jorge: I liked this activity! It was way more fun than doing stuff in books.
Chandra: I wish I could have been with my friends instead of in the group with the teacher.
Paul: I think our group would have finished if we had a timekeeper. We should add that to our list of roles next time.
Write a response in two parts based on the elements of the case study.
Part One
- describe one strategy the teacher used in planning this activity to try to promote students' ability to work productively in groups; and
- explain how this strategy was effective.
Part Two
- describe an effective strategy the teacher could have taken to improve students' ability to work productively in groups; and
- explain how this strategy would have been effective in improving students' ability to work productively in groups.
Sample Responses
Sample Strong Response (Show Sample Strong ResponseHide Sample Strong Response)
Part One
One strategy the teacher used to promote productive group work was explaining the purpose behind cooperative group work, providing a clear learning task, and discussing specific roles for each group, including a group leader appointed by the teacher. Understanding that cooperative learning is a way for students to work together to achieve a common goal, having tasks required laid out for them, and assigning a leader provides greater opportunity for success because much of the potential confusion has been addressed ahead of time. While the class is already social with the teacher and each other, cooperative learning is more structured than merely socializing with peers. It requires some understanding of the activity ahead of them. Pre-setting the students with an explanation of the goal, a clear assignment, and a leader, students have a greater chance of succeeding.
Part Two
An additional strategy the teacher could have implemented would have been to model what a successful cooperative learning strategy looks like and/or prepare more detailed notes on what is required to make cooperative learning work. The students struggled with some of the aspects of cooperative learning, including having set guidelines on what proper behavior looks like in such a group (laughing at other students' ideas, leaders unsure how to facilitate conversations). Modeling proper conversational behavior and having guidelines for leaders regarding how to keep the groups moving forward would have eliminated some of the confusion that ensued when groups were trying to complete their tasks. By having a group model appropriate conversation in a mock learning group, including ways to ensure all students can participate, as well as proper responses to comments would illustrate to the class what is expected of them regarding appropriate behavior and in moving the meeting forward productively.
Sample Weak Response (Show Sample Weak ResponseHide Sample Weak Response)
Part One
One strategy the teacher took in this class was to give them an interesting assignment for their first attempt at cooperative learning. This will keep her students focused. Sometimes, a topic can be of little interest to a student or group of students and trying to get them focused on the work can become very difficult. Giving them this interesting topic and having them work with a group recorder to write down their ideas will ensure the group will have success.
Part Two
There were a lot of things positive about this lesson, but to make the groups more successful, I would have given them each a different topic to work on. I would also let them create their own rules for their groups, to ensure success. Let them pick any topic they might be interested in to increase enthusiasm. Each group will be excited to share the results of their group work, and the class will have many other topics to learn about. By giving them all the same assignment, the class is likely to get bored with each presentation. I think the teacher should also let the class pick their own groups as this increases enthusiasm in any group. One of the students said she was not happy that she had to work in a different group from her friend and that the student's group did not do as well with the task. Keeping kids interested in learning by allowing them to make their own choices will increase their success in the classroom and elsewhere.
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