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TPA Task 3
IUTPA: Task 3
Brandon Kinnaird
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Brandon Kinnaird
TPA Task 3
Table of Contents
Weather Evaluation
Student Assessments
Landin
Jadyn
Katie
Assessment Commentary
6
7
8
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Weather Evaluation
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Student Assessments
Landin
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Jadyn
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Katie
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Assessment Commentary
1. Analyzing Student Learning
a. Identify the specific standards/objectives from the focus lesson
plans measured by the assessment chosen for analysis.
i. State Standards
1. 1.2.1: Understand and respond to basic greetings,
requests, commands, and directions.
2. 1.2.3: Use cognates, familiar vocabulary, or
background knowledge to make educated guesses
about meaning.
3. 1.3.2: Write in simple, complete sentences to
describe objects, self, and others.
ii. Lesson Objectives
1. Students will be able to identify weather and seasons
in Spanish.
2. Students will be able to match types of weather to
the seasons in which they occur in Spanish.
b. Provide the evaluation criteria you used to analyze the student
learning.
i. Students were evaluated using the objectives from the
lessons in this segment. The first part of the assessment
required students to provide the teacher with the correct
English translation to the Spanish weather word/phrase
provided.
The second part of the assessment required the students
to provide the teacher with a logical response, in Spanish,
to the questions that were provided. Two of the questions
were based on the weather vocabulary that they have
been learning and two of the questions required students
to think back and to past vocabulary and respond with the
correct response.
Students were evaluated based on both their correctness in
their responses and their ability to provide complete
sentences when asked to do so. The students were asked
to provide the correct translations in the first part. If their
response was missing the verb part of the response, they
received half-credit for that response. It was emphasized
during class that It is is important to the phrase because
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the word without the verb is a different Spanish word. If
they had the incorrect weather in their response, they
received no credit.
Brandon Kinnaird
TPA Task 3
Brandon Kinnaird
TPA Task 3
and Jadyn mixed up her word order. Another point that
needs to be added, and can be seen in Katies assessment,
is that students often missed their accent on sbado. I
chose to not mark off for this missing accent because it
was important that they had the correct day and not the
accent.
Brandon Kinnaird
TPA Task 3
Brandon Kinnaird
TPA Task 3
assessment that this would be looked at. He was then told
that all of his errors can be fixed, that he did a great job,
and that he was looking good for the final exam.
All three of these students are doing a good to great job in
the class and are popular among their peers. That is why
the feedback that was provided was focused on
reinforcement. These students have high self-efficacy and I
wanted to play to that strength by focusing on what they
did right while subtly mentioning what they did wrong and
how they can improve.
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progress from the beginning of the class until now and will
continue to improve through the future.
Brandon Kinnaird
TPA Task 3
she wants to succeed. She will not give up on the concept if
she is struggling. Once she has started working with the
concept some more, she becomes more confident and does
well on assessments. To help her improve, I will increase her
confidence from the start by reinforcing how well she does
after practicing new concepts.
Landin is the lowest-achieving of the three focus students but
he still has high self-efficacy. He has potential to do well in the
next step of his learning, but he has problems focusing. He
knows that he can do it but he has a hard time staying on-task
in class. I will further his learning by directing specific
questions towards him that both require him to think and keep
him on-task.
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