TASK 3 Commentary

Secondary History/Social Studies
Task 3: Assessment Commentary
TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing your responses within
the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward
your page total.
1. Analyzing Student Learning

a. Identify the specific learning objectives and standards measured by the assessment you
chose for analysis.
[The learning objective for this assessment entailed students understanding the process by
which a bill becomes a law through the creation of a bill of their own design. Through this
assessment, students were to achieve the following standards.
Standard- SS.9-12.PSCL.6: Understand how law and public policy are established at the local,
state, and national levels of government.
Standard- 21.9-12.ES.2: Adapt to various roles and responsibilities and work flexibly in climates
of ambiguity and changing priorities.
Standard- 21.9-12.ES.1: Communicate and work productively with others, incorporating different
perspectives and cross-cultural understanding, to increase innovation and the quality of work.]
b. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Task 3, Part D.
[
Category
Planning
Writing Your Bill
Fitting the Bill to the People
Presentation of Your Bill For a
Vote
Reflection
]
Average Class Points Received

Possible Points
4
4
4
4
Average Points Awarded

3.4
3.6
3.7
3.8
3.9
c. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning for the whole class and differences for groups or
individual learners relative to
facts and concepts

interpretations or analyses
building and supporting arguments
Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, confusions, need for greater challenge).
[When analyzing the class as a whole, students succeeded in choosing topics that were both
realistic and interesting to them. ]
Copyright 2014 Board of Trustees of the Leland Stanford Junior University.
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All rights reserved.
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2. Feedback to Guide Further Learning

Refer to specific evidence of submitted feedback to support your explanations.
a. In what form did you submit your evidence of feedback for the 3 focus students? (Delete
choices that do not apply).
[Evidence of feedback is written on the work, along with the rubrics for each student.]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the standards/objectives measured.
[For Student A, I wrote on the bill that they really did well with finding relevant information for
their bill. Also, they went above and beyond as I set the expectation for students to have a
minimum of three resources (which most students did not go above). Also, Student A, followed
all instructions that were given both verbally and through the project write up and rubric. For
Student A, they have really great ideas, but they need to work on fully explaining and expanding
on those ideas. During this project, I was able to have Student A sit down with me before turning
in this project. In our sit down, we looked over their bill and realized that while it was a very
interesting topic, they would probably be quite a few people in class who would not be able to
understand their thinking as to why this should be a bill. After our meeting, the student did
expand on their ideas, but I did make it clear on their bill itself, that the student should continue
to develop these skills. I suggested in order to do this that the student should constantly be
asking himself or herself the question why when answering a question. For example, they
should always be asking themselves why do I think this way about a topic or what exactly do I
mean here. If they choose to follow these suggestions, they will most likely become a clearer
writer.
Student B did a nice job of finding a topic that they were passionate about, which was clearly
seen during the presentation they gave. They also made their intentions of the bill very clear,
especially in Section three where they identified who their bill will affect. Similar to Student A,
Student B needs to improve on expanding their thinking. This student often does very well
explaining their thinking in a verbal manner; however, in terms of the written language he lacks
depth. On Student Bs bill, I made multiple comments asking them exactly what they were
implying or why they thought the way they did. I did end up receiving some answers to my
comments from my student when they presented their bill. During their presentation, they
answered almost every question I possibly had, therefore proving to me that the student is fully
able to expand on their ideas, they simply need to take the time and not rush through
constructing written responses. If I had more time with this student I would have implemented
more writing prompts in the classroom in order to allow him to take his time instead of simply
rushing through it. I believe this to be the main reason as to why he does not expand his ideas
when writing.
Student C exemplified a great strength in following directions exactly, and exemplified
willingness to make adjustments when their first plan did not work out. Students C did a very
nice job of these things, but there were some things that were worked on through the process
that they still need to improve on. For example, this student needs to work on their researching
skills, particularly in the area of finding reliable resources. Together, we worked on this task
throughout this project together, as we sat down after school multiple days to help them improve
this skill. They understand what to look for as we made a checklist, but through the many drafts
they went through, they realize that this is an area that needs improvement. ]
c. How will you support students to apply the feedback to guide improvement, either within
the learning segment or at a later time?
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[In order to support Student A, I would work to challenge their writing skills further. I would like to
see them be able to explain their ideas fully and be willing to do this for their own benefit. I will
work on this by continuing to include writing in class, whether it is a quick write or a short
answer assessment. I will continue to give them feedback, and possibly take off points in order
to promote their growth.
To support Student B, I would like to continue giving projects or in class activities with very direct
instructions that must be followed, so that they may put an end to rushing through projects and
missing small, but important details.
For Student C, I would like to see them become more aware of varying perspectives, as I think
with more practice in this their writing could become much stronger. I would support this student
to improve this by addressing multiple perspectives when the time is appropriate in class and
then having students write responses in a perspective that they may not fully agree with.]
3. Evidence of Language Understanding and Use
You may provide evidence of students language use from ONE, TWO, OR ALL THREE of
the following sources:
1. Use video clips from Task 2 and provide time-stamp references for language use.
2. Submit an additional video file named Language Use of no more than 5 minutes in
length and provide time-stamp references for student language use (this can be footage
of one or more students language use). Submit the clip in Task 3, Part B.
3. Use the student work samples analyzed in Task 3 and cite language use.
When responding to the prompt below, use concrete examples from the video clips (using
time-stamp references) and/or student work samples as evidence. Evidence from the clips
may focus on one or more students.
a. Explain and provide evidence for the extent to which your students were able to use or
struggled to use language (selected function, vocabulary, and additional identified
language demands from Task 1) to develop content understandings.
[In this assessment, students were to construct a bill that had the possibility of becoming a law,
had it actually been submitted in todays congress. Once students were given a format to write
their bills, they did very well. However, those that did not use the format or even refer to the
format struggled, as they were unable to determine what a bill entails. The three samples from
the students that are submitted chose to follow the format provided for them and were able to
write a bill that either met or were above the expected criteria. One area that many students
struggled with during this process was being able to justify how their bill would be legal under
the powers set in the Constitution. Many students were able to say where in the Constitution
they were able to justify their law but fell short of their potential on expanding their thinking as to
why they justified their bill the way they did. For example, Student A, stated This is
Constitutional under the first paragraph of Article 1, Section 8 in the Constitution as this law
helps detail the defense and how peoples rights will be protected. As this is one of the higher
achieving students in the class I believe that they could have further expanded their
explanation.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction
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for the whole class

for the 3 focus students and other individuals/groups with specific needs
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[In order to extend student learning for the whole class, I would have students reexamine and
rewrite their explanations for how their bill is constitutional. This would be accomplished by first
looking over some explanations from other class periods, which were turned in and examine
how their justifications could be further supported. I would do this within a week of having
students turn in their projects so that their ideas are still fresh in their mind. I would also have
students summarize the steps of the bill process in order to assess how they related the bill
writing process they experienced to the one that the congress follows on a daily basis. In order
to accomplish this, for my students who have certain IEPs (such as Student C) I would have
given them a key in order to for them to be able to show me if they understood the process in a
way that would be beneficial for us both.]
b. Explain how these next steps follow from your analysis of the student learning. Support
your explanation with principles from research and/or theory.
[The next step that I detailed above for the whole class supports Blooms Taxonomy, more
specifically his concept of synthesis. Through rewriting their explanations they are able to either
completely change their solution to show it fits the Constitution or they may make small
adjustments in order to construct a stronger argument. ]

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Secondary History/Social Studies

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

Average Class Points Received

Average Points Awarded

facts and concepts

Secondary History/Social Studies

2. Feedback to Guide Further Learning

Secondary History/Social Studies

Secondary History/Social Studies

for the whole class

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

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