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 a student work sample or feedback as a video or audio clip and you or your focus students cannot be clearly
heard, attach a transcription of the inaudible 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 measured by the assessment you chose for
analysis.
[I used the Benchmark from the MN state 7th grade Social Studies Standard (7.4.4.18.1).
Describe the process that led to territorial expansion of the United States, including the
Louisiana Purchase and other land purchases, wars and treaties with foreign and indigenous
nations, and annexation. (Expansion and Reform: (1792-1861)]
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 Assessment Task 3, Part D.
[ Pre-Assessment(Westward Expansion Pre-Quiz)- Only 3/24 students got 100% on this quiz
18/24 got 66.67% and 3/24 got 33.33% Looking at the break down of what questions they got
right and which ones they got wrong. 99% of the 66.67%’s got question #2 wrong (Q: Why did
settlers move West? Choose all that apply. A) Canadian citizenship. B) Gold deposits. C) Fertile
land, D) Religious freedom.). The 33.33%’s All got Questions #2(question #2 already described
above) and #3 wrong (Q: Land purchases, war, treaties, and agreements were all processes
that: A) led to the War of 1812. B) expanded the United States. C) bankrupted the Federal
government. D) have never been abused by the United States government. Additionally One
66.67 got question #1 wrong (Q: What is the name given to the belief that the U.S. had the right
and duty to expand across the North American continent? A) Louisiana Purchase. B) Great
Awakening. C) Manifest Destiny. D) Monroe Doctrine.). 99% of the Class got Question #1
correct. Summative Assessment at end of the five lessons (Territorial Acquisition Quiz)-11/24 got
100%, 7/24 got 80% and 6/24 got 60%. The Class averaged 84.17% compared to an average
of 66% on the Pre-Assessment quiz.]
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
 inquiry, interpretation, or analysis skills
 building and supporting arguments or conclusions
Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, confusions, need for greater challenge).
[The Class as a whole understands that during this period the U.S. expanded to what we
generally now see as the U.S.A. The Students understand that war and treaties were involved.
One thing the students really picked up on and latched on to was how the Native Americans
were marginalized and treated unfairly. Where they seem to struggle is differentiating between
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the U.S. using treaties to obtain land vs buying it. I think this has to do with the fact that almost
every acquisition involved the exchange of money. The students have a hard time
understanding that money was only one condition of the many treaties signed during this period
(this may also have to do with the first acquisition we go over in class the “Louisiana
Purchase”.).
Regarding the how and why the U.S expanded and students understanding. The students
have a solid grasp on how the us generally gained land (war, treaty and annexation), however
they tend to struggle with the why. For example, on the summative assessment I gave at the
end of the five lessons, many students had a hard time telling me why the U.S. acquired the
Louisiana Territory. The students could generally tell me how the U.S. acquired Louisiana
(bought it from France) but they could not tell me why the U.S. wanted it (the U.S. wanted New
Orleans.). Some students could tell me why the U.S. wanted Louisiana (New Orleans) but they
had a hard time telling me why the U.S. wanted New Orleans (major trading port at the end of
the Mississippi River that controls access in and out). However there were a few students who
were able to tell me how the U.S. acquired Louisiana (U.S.-French Treaty with money attached)
Why the U.S wanted Louisiana (New Orleans) and why New Orleans was important (major
trading port on the end of the Mississippi river that controls access.).
Regarding the Texas Annexation and student understanding. Off the students who choose
this acquisition on the quiz very few got the answer completely correct. Most students had a
hard time separating the U.S. and Texas. Many thought that the U.S went to war with Mexico
over Texas and that is how it was acquired. The students had a hard time understanding that
Texas won its independent from Mexico first then became its own country (The Republic of
Texas) and then was annexed by the U.S. Only one or two students got this question
completely correct. Regarding the Florida Acquisition. Most students understood that the U.S.
acquired Florida through a forced treaty with Spain. However many had a hard time telling me
why it was forced (Andrew Jackson disobeying orders and crossing over into Florida) and why
the U.S. was in conflict over Florida with Spain (Spain was not governing Florida, Seminole
raids and runaway slaves). Many students put the “how” down to war not treaty and many
others could not give me a cogent reason why the U.S. was in conflict with Spain over Florida. ]
d. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[ ]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. Identify the format in which you submitted your evidence of feedback for the 3 focus
students. (Delete choices that do not apply.)
 Written directly on work samples or in separate documents that were provided to the
focus students
 In audio files
 In video clips from Instruction Task 2 (provide a time-stamp reference) or in separate
video clips
If a video or audio clip of feedback occurs in a group context (e.g., discussion), clearly
describe how the scorer can identify the focus student (e.g., position, physical
description) who is being given feedback.
[I submitted screen shots of my feedback in a PDF file. The Screen shots are of the feedback I
gave students using Flubaroo on google sheets where the students submissions were compiled.
My feedback was sent via email to the students through Flubaroo. ]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[Looking at my feedback. I start by telling them they did a good job then I tell them what they
did wrong combined with some constructive criticism and instruction on how to improve their
answer. I then wrap the feedback by identifying a positive aspect of their work and then I sign
off, reiterating that they did a good job.]
c. Describe how you will support each focus student to understand and use this feedback
to further their learning related to learning objectives, either within the learning segment
or at a later time.
[(All that Follows happened after the Learning segment nearing the end of the unit). I had the
entire class view my feedback in class for the two days prior to the unit test. I told them that the
test would have a question very similar to this one and if they looked at my feedback and
applied my advice, they would do well on that part of the test. I also reiterated many of the
common mistakes and misconceptions the class had on the quiz and held a small review on
these mistakes and misconceptions attempting to help them overcome these obstacles before
the test.]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the video clips and/or
student work samples as evidence. Evidence from the clips may focus on one or more
students.
You may provide evidence of students’ language use from ONE, TWO, OR ALL
THREE of the following sources:
1. Use video clips from Instruction Task 2 and provide time-stamp references for
evidence of language use.
2. Submit an additional video file named “Language Use” of no more than 5
minutes in length and cite language use (this can be footage of one or more
students’ language use). Submit the clip in Assessment Task 3, Part B.
3. Use the student work samples analyzed in Assessment Task 3 and cite
language use.
a. Explain and provide concrete examples for the extent to which your students were able
to use or struggled to use the
 selected language function,

 vocabulary/symbols, AND
 discourse or syntax
to develop content understandings.
[Student #3 had a hard time analyzing the territorial acquisition of Louisiana. The Student was
able to form conclusion on how the U.S. acquired Louisiana, but gave inaccurate reasons for
why U.S. acquired the land, (“They acquired the land because nobody owned it there were
people living in it but no had claimed it and the U.S. wanted more space for people to live”.).
The Student was able to form an argument on whether or not it was a justifiable acquisition.
However, the student had a hard time coming up with concrete evidence support both the
conclusion and the argument. Student #2 did better at analyzing the acquisition of Florida. The
student was able to form a conclusion on how and why the U.S. acquired Florida but the
evidence was a little vague and incomplete, (“Florida was gained through treaty, because the
U.S. wanted their people to stop raiding Georgia and maybe other places because Spain
couldn’t control Florida well because Spain was over the ocean”.).). However, the student did
produce an argument with relevant evidence to back it up (“It was justified because it was a fair
trade between America trading part of today Texas to Spain and Spain giving up the whole of
Florida in a treaty”.). Student #1 was the highest performing student in my focus group.
Student #1 was able to successfully analyze the acquisition of Louisiana and give a concise and
accurate answer to all parts of the question. The student formed an accurate conclusion
regarding how and why the U.S acquired Louisiana (“Through a fair treaty with France and
because the U.S. wanted New Orleans for trading”). Additionally the student was able to form
and a well thought out argument backed by solid evidence (“It was justifiable because the U.S.
and France both signed a treaty and because the U.S wanted New Orleans but instead got all of
Louisiana.”).]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1b–c, describe next
steps for instruction to impact student learning:
 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 needing greater support or challenge).
[Based on the results from both assessments (pre-quiz and the end of segment quiz). Students
had a hard time differentiating between buying and treaties; they also had a hard time with the
motivations of the U.S. regarding the “How” and “Why” of the territorial acquisitions. Additionally
students struggled with the concept that Texas was originally a colony of Mexico and it revolted
winning its independence and became its own country before the U.S. later annexed it. The
next steps in instruction should be a re-teaching of the aforementioned shortcomings and in the
future I need to focus more on these discrepancies and try to make these details more clear
along the unit’s progression (I may need to scaffold this segment more as its clear that I did not
reach all students effectively. I may need to chunk this information into a completely separate
lesson and focus on these items in detail.]
b. Explain how these next steps follow from your analysis of the student learning. Support
your explanation with principles from research and/or theory.
[Based of off the assessments the students seem to have some issues with analysis. I should
be able to increase the student’s analytical skills by building off of Vygotsky’s theory on ZPD
(Zone of Proximal Development). I assumed that the student were more advanced than they
were when it came to analysis. I need to structure my lessons to help the student’s better hone
their analytical skills. Once they can analyze a subject and form reliable and logical conclusions
and arguments with assistance we can then move onto asking them to perform this task on their
own.]

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Secondary History/Social Studies

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

 selected language function,

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