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Form: "*PACT - Elementary Literacy - 4. Assessment Commentary Form v. 2009" Created with: TaskStream - Advancing Educational Excellence Author: Jerry Sithiphone Date submitted: 04/10/2011 11:56 pm (PDT) Write a commentary that addresses the following prompts. (REQUIRED) 1. Identify the specific standards/objectives measured by the assessment chosen for analysis. You may just cite the appropriate lesson(s) if you are assessing all of the standards/objectives listed. The California English Language Arts Content Standard that is being measured through this assessment is: 2.5 Write persuasive compositions. A) State a clear position on a proposition or proposal B) Support the position with organized and relevant evidence C) Anticipate and address reader concerns and counterarguments. (REQUIRED) 2. Create a summary of student learning across the whole class relative to your evaluative criteria (or rubric). Summarize the results in narrative and/or graphic form (e.g., table or chart). Attach your rubric or evaluative criteria, and note any changes from what was planned as described in Planning commentary, prompt 6. (You may use the optional chart provided following the Assessment Commentary prompts to provide the evaluative criteria, including descriptions of student performance at different levels.) (TPEs 3, 5) Using the rubric, I scored the students across five different categories (position, arguments, counterarguments, spelling/grammar, and organization) on a scale of 1-3. For position, 73% of the class received a 3, which means that their position was clearly stated in their letters, 7% of the class received a 2, which means that their position was stated, but not clear, and 20% of the class received a 1 for not stating their positions at all. Moving on to arguments, 37% of the class clearly stated their arguments with supporting detail to get a 3 and the rest of the class (63%) got a 2 for stating their arguments, but either not clearly or did not provide support. For counterarguments, 7% of the class received a 3 for stating and supporting their counterarguments, while 40% of the class got a 2 for stating their counterarguments, but was either unclear or not supported, and 53% of the class got a 1 for not stating their counterarguments at all. With spelling and grammar, no students received a 3 for having no spelling/grammar errors, 33% of the class got a 2 for spelling/grammar, which means they made between 1-3 spelling/grammar errors, while the remainder of the class (67%) received a 1 for having 4 or more spelling/grammar errors. Finally, for organization, 7% of the class received a 3 for writing a letter that was wellwritten and organized, while 67% received a 2 for writing a letter that was either not wellwritten or organized, and 17% of the class got a 1 for writing a letter that was not wellwritten or organized. (REQUIRED) 3. Discuss what most students appear to understand well, and, if relevant, any misunderstandings, confusions, or needs (including a need for greater challenge) that were
apparent for some or most students. Cite evidence to support your analysis from the three student work samples or the documentation of student work you selected. (TPE 3) Based on the summary of student learning in regards to the standards, students understood how to clearly state their position and also provide some arguments with supporting detail. 73% of the class received a 3 for their position, which means they clearly stated their positions in response to the prompt in their letters. For example, in looking at student work sample 1, this student wrote, “I strongly believe that you should apologize to Hu Jintao for mocking him,” giving that student a 3 for a stating a clear position. Additionally, in examining student work sample 2, this student wrote, “You should take back what you did to President Hu Jintao” and also received a 3 for a stating a clear position in response to the prompt. The entire class also wrote arguments in their letters with 37% of the class receiving a 3 for having clearly stated arguments and supporting details while 63% got a 2 for writing their arguments, but was either unclear or not supported. Focusing on student work sample 3, this student wrote, “Think of children listening to your radio show. They may be mocking you and the mocking the Chinese culture. What if someone did that to [you?] Wouldn’t you be mad [?].” This student has a great argument, “Think of children listening to your radio show,” but needs to support this argument more by explaining that perhaps children tend to imitate what they see and hear, so he should be careful with what he says and does. Or, this student could support the argument by saying that Limbaugh’s actions suggest that it is okay for people to mock people because they do not understand them or because it is something “different.” This student’s work is a good example of what many students (63%) did in regards to stating their arguments, but not supporting them well, but also some only stated one argument, when they were prompted to have written two arguments. Overwhelmingly, the students struggled with counterarguments. With 40% of the class receiving a 2 for writing their counterargument unclearly or without supporting detail and 53% of the class not writing a counterargument at all shows that the students needed more support and/or examples. Looking at student work sample 2, this student wrote, “If you were in Hu Jintao’s place and you had no translator what would you think if a person like you were making fun of you?” This student is clearly attempting to write an effective counterargument, but just misses the target a bit. The counterargument could have been, “Perhaps you have been in that situation before and you were made fun of, but that does not mean you should then make fun of others.” By doing so, the student does not just hypothetically place Limbaugh in that situation, but acknowledges that Limbaugh may have already been in such a predicament, then rejects his actions when he witnesses someone else in that exact same situation. Once again, this student’s attempt at writing and supporting a counterargument highlights the challenges my students faced in writing their counterarguments. (REQUIRED) 4. From the three students whose work samples were selected, choose two students, at least one of which is an English Learner. For these two students, describe their prior knowledge of the content and their individual learning strengths and challenges (e.g., academic development, language proficiency, special needs). What did you conclude about their learning during the learning segment? Cite specific evidence from the work samples and from other classroom assessments relevant to the same evaluative criteria (or rubric). (TPE 3) For all of my students, this would be their first time writing a persuasive letter in the classroom in accordance to the California English Language Arts Content Standards. While they have been doing a lot of writing in class, they were not taught the key components of a persuasive letter (position, argument, counterargument). The two student work samples
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