Task 3 Assessment Commentary PDF

Secondary Mathematics
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.
[ The summative assessment at the end of the learning segment covered three standards.
The first standard was, HSG.CO.B.7 Use the definition of congruence in terms of rigid
motions to show that two triangles are congruent if and only if corresponding pairs of sides
and corresponding pairs of angles are congruent. This standard is measured by the
students defining congruent in their own words at the start of the assessment. The students
are not asked to complete the mathematical definition because I felt it showed a better
sense of understanding for them to define congruent in their own way. Students identifying
whether shapes are congruent in the third portion of the assessment also measured this
standard. The students also explain why they thought a shape was congruent rather than
similar. Both parts of this section measure this standard because students must have a
concrete understanding of the definition of congruence in order to identify shapes. These
sections also measure the standard, HSG.SRT.A.2 Given two figures, use the definition of
similarity in terms of similarity transformations to decide if they are similar; explain using
similarity transformations the meaning of similarity for triangles as the equality of all
corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
This standard is measured in each of these sections because they also ask students to
define similarity and determine whether shapes are similar.
Another standard measured in this assessment is, HSG.CO.B.8 Explain how the criteria
for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in
terms of rigid motions. This standard is measured by students matching triangle congruence
theorems to images of pairs of congruent triangles. The students represent their
understanding in identifying the theorems in identifying the correct set of triangles. In
knowing these students and accommodations they receive, I chose to have them show their
understanding through images because they have trouble with recalling definitions. In this
portion of the assessment they are also showing a level of understanding related to
indicators of congruence. Students show this understanding by their ability to differentiate
between angle and side congruence markers. Student cannot correctly identify the
congruence theorems without knowing how each portion of a triangle is identified. ]
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.
[NM = Standard was not met
M = Standard was met
D = Developing
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Standards
Student 1
Student 2
Student 3
Student 4
Student 5
HSG.CO.B.7
HSG.SRT.A.2
HSG.CO.B.8
]
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
conceptual understanding,
procedural fluency, AND
mathematical reasoning and/or problem-solving skills.
Consider what students understand and do well, and where they continue to struggle
(e.g., preconceptions, common errors, common struggles, confusions, and/or need for
greater challenge).
[
Through the summative assessment, I noticed a common struggle with conceptual
understanding related to triangle congruence theorems. Three out of five students did not meet
this standard, rather are developing. In looking at past student work, there is no indication that
students one and two should not have met the standard. Both of these students completed their
foldable notes and completed the review activity where they drew out three of five of the
theorems. There discrepancy in meeting this standard is most likely related to their difficulty
associated with recalling information, but their work leading up to the assessment allowed them
to be at the developing stage. Student threes previous work shows indications of why they did
not meet the standard. This student did not complete their foldable notes, and did not complete
the review activity. Since this student did not complete either of the activities related to triangle
congruence, they did not have the opportunity to practice the concepts.
Students one and two show difficulty with procedural fluency because of their ability to
meet the standards during the Lesson activities, but not during the summative assessment.
Both students correctly identified the triangle congruence theorems in their foldable notes and
on their review activities for Lesson 3. One detail that could contribute to their issues
transferring their conceptual understandings is how the triangles are drawn within each
assessment or activity. I noticed that the students drew their AAS triangles differently in their
foldable notes from the triangles on the summative assessment. This discrepancy shows an
issue with the students procedural fluency because they show that they can only identify triangle
congruence theorems when the triangles are drawn a certain way.
Students showed a common strength in relation to their conceptual understanding
related to congruence and similarity. All students were able to accurately define both terms in
their own words. Most students were also able to differentiate among pairs of similar and
congruent shapes. Student one did not fulfill this standard, but still showed conceptual
understanding. The student provided accurate definitions and identification related to the
concepts, but they switched the correct terms associated with them. This struggle of terms can
easily be remedied because the student has a strong understanding of the concepts, they just
need to pair them with the correct identifier.

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There was a common lack of mathematical reasoning in relation to the concept of

congruence among all students. When looking at the concept of congruence, if a shape is
congruent it means that all parts of the shape are equal to all parts of another. In the section of
the summative assessment where students identify similar and congruent shapes, I noticed that
they had difficulty in reasoning that if a shape had all sides equal, then the angles would also be
equal. When students described their reasoning surrounding a shape being congruent, they
only wrote that all the side lengths were equal. For the parallelogram I provided a 45 degree
angle in the drawing, but no students identified the angles as being congruent. Despite the
students seeing it as an attribute of congruence, they still did not provide it as a part of their
explanations. The students also did not provide any reasoning related to angles in their
definitions of congruence in the first question of the assessment. This lack of inclusion of angles
shows difficulty with mathematical reasoning because they were unable to identify that
congruent shapes would mean all parts congruent, not just sides. ]
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.
[There will be no video or audio clips associated with this section, only written. ]
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
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 provide written feedback on top of student work. ]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[
For student one I provide written feedback on their summative assessment related to
their identification of congruent and similar shapes. The feedback for these sections relate to the
student switching the terms for both definitions and identifications. This switch led the student to
not meet the standards related to similarity and congruence for this learning segment. I provide
feedback to this student by praising the student in their definitions and explanations because
they are accurate in describing the shapes. I also identified that the student switched the terms
and drew circles around the terms that they mixed up and errors to show a switch in the
definitions section. I also wrote the correct term within the explanation for the student to see
where their thinking got switched. For the similar squares on this students assessment, I circled
the 10 and 20 side length measures. Then next to the measures I wrote the ratio of 2:1. This
feedback shows the student the identifying factor of ratios for similar shapes, and it provides
proper notation for the student. Since this student mixed up congruence and similarity
throughout their assessment, it is important to show them why the shapes are similar, which is
the 2:1 ratio in size.
On the summative assessment for student two, I provide feedback to the student by
correcting their matches for triangle congruence theorems. I drew arrows in a different color to
show the student the correct matches. I made a note on the students explanations of the similar
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and congruent shapes about the missing aspect of angles related to congruence. I only
provided this note on the congruent shapes because similar shapes use angles, but the
assessment used a square, which would have congruent right angles. I also made note for the
student to remember to include angles in their definitions of congruent and similar. By providing
feedback in each of those sections to include angles, it is my hope that the student will see the
importance of angles in relation to geometric terms. Additionally, I made note for the use of
ratios when writing about similarity. Since the concept of ratios is the differentiating factor
between congruence and similarity, it is important that this student is aware that they should
include it in their explanations and definitions.
For student three on the summative assessment, I praise the their proper identification of
similar and congruent shapes. Similarly to student two, I provide feedback to where the student
should use angles to explain the concepts, not just size or side length. The concept of ratios is
also noted within the feedback for this student. I wrote out the ratio between the similar squares
as 2:1, so that this student can also see the format in which the ratios should be written. I
provide such feedback in order to push this student to be more specific. This student tends to
have trouble with proper writing and including details, so this feedback is important for them to
be able to see where they need to make improvements. ]
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.
[
Within the learning segment, student one will be able to use my feedback to adjust their
explanations and definitions related to similarity and congruence. The student can take my
feedback and recognize that their conceptual understanding of what makes shapes congruent
or similar is accurate, but they have the incorrect term with it. For future learning, I would
provide activities for this student that allow them to differentiate between similar and congruent
as both definitions, and recognizing it within shapes. Since the student has an understanding of
how to differentiate among images, I will continue practicing the skill with them, but making sure
the student uses proper terms. Additionally, I will work with the student to create mnemonic
devices that may help in choosing the proper vocabulary when identifying sets of shapes.
Student two will be able to use feedback at a later time by practicing the triangle
congruence theorems. In future learning, I would create and execute activities where this
student draws and interacts with a variety of triangles that work with triangle congruence
theorems. This student had difficulty with these theorems on the summative assessment where
the triangles were drawn differently than the notes they had taken. I want this student to work on
their procedural fluency by interacting with triangles that are drawn in a variety of ways, but
meet the same triangle congruence theorems. I would also like the student to draw a variety of
their own triangles because it would better instill the concept for them.
For student three, I will continue practicing congruence and similarity of shapes, but make
sure that students interact with angles in these shapes. This student was able to identify shapes
that were similar or congruent, but did not include angles in their explanations. In future
activities, I plan to provide this student with activities where angles are more of the dominant
indicator of congruence rather than side lengths. Through further practice and feedback from
this assessment, the student can be more successful in future activities where they must explain
congruence or similarity. Specifically, in proofs, students will create more valid proofs for
theorems if they are able to identify angles and side lengths. ]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the clip(s) and/or
student work samples as evidence. Evidence from the clip(s) may focus on one or more
students.
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You may provide evidence of students language use from ONE, TWO, OR ALL
THREE of the following sources:
1. Use the video clip(s) 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 and/or symbols, AND
mathematical precision, discourse, or syntax
to develop content understandings.
[
Students show their ability to compare and contrast through the t-chart that is created in
Lesson 4. Originally, this activity was meant to be a part of Lesson 3, but after working through
that activity it fit better in the next lesson. I chose to complete this chart as a group because the
students in this class have trouble with recalling information and I felt there would be a higher
level of response when working with the whole group. The students show understanding of
comparing and contrasting by providing examples such as equality for congruence and ratios for
similarity. Additionally students were ability to identify that in both similar and congruent shapes,
if there were right angles, there would be right angles in both shapes because that is a specific
characteristic of squares and rectangles. Students were also able to identify that both similarity
and congruence described the relationship among sets of shapes. Through this activity students
showed and developed their conceptual understanding by working as a group. Based on social
learning theory, students are able to learn from interactions with their peers. Students can use
the knowledge of other students to develop their own conceptual understandings. In this activity
students develop these understandings by working with each other to create the chart. Each
student shared one piece of information they felt worked with the chart, but when they were not
sharing they were listening and learning from what other students were sharing.
Students work with and develop their understanding of vocabulary through the activities
in Lesson 1. Students worked as a group to match vocabulary and then played a game as a
group to practice their new terms, which is evidenced in the Lesson 1 video in Task 2. The
students develop their content understanding by matching terms and definitions and broadening
their knowledge of geometric vocabulary. Additionally students are exposed to new vocabulary
in the matching portion of the lesson and then practice the terms to deepen their understanding.
These terms are valuable to students because they are terms that can be used later on in all
levels of geometry. Students use specific vocabulary from this lesson in later portions of the
learning segment, such as congruent and similar. Additionally students are exposed to different
aspects such as legs, hypotenuse, and angles in the lessons related to triangles. The students
begin their conceptual development of these terms in Lesson 1 and then practice in later on in
each lesson. This practice is shown when they are describing similarity and congruence in the tchart, describing shapes in the student work page 3, and in their summative assessment.
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The students develop conceptual understanding related to symbols through their work
with congruence. Students are exposed to the symbols used to describe congruence such as
hash marks and angle markers. Activities such as creating shapes and drawing them develop
the conceptual understanding of the symbols used to describe congruence. In Lesson 3, student
two shows this development. In the third page of their student work documents, student three
wrote down the indicators for congruent shapes. They wrote that hash marks indicated
congruence and continued to document the t-chart from Lesson 4 on the same note page. This
student exemplified their level of understanding related to congruence by meeting the standard.
By meeting the standard, they show that their understanding related to the concept is well
developed, which can be attributed to their level of practice related to congruence symbols.
Students show use of mathematical discourse to develop content understanding in their
work developing similar and congruent shapes. The student work page 3 is the documentation
related to these activities where students developed congruent shapes, then changed them to
similar shapes. The students show their use of mathematical discourse through their written
descriptions of the shapes. These descriptions stem from conversations had between students
during the activity. The discourse pushes students to develop content understanding because it
forces them to describe their thought processes. In describing their processes, they are able to
self-assess their content understanding. This description is another chance for students to
interact with the content, which furthers their understanding through practice. ]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, 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 my analysis of the whole group student learning, I would continue instruction
by introducing more shapes for students to develop their understanding related to congruence
and similarity. In introducing the shapes in Lesson 4, I primed the students to recognize
congruence and similarity in shapes other than triangles. Similarly to how the students
interacted with triangles in Lesson 3, I would have students create shapes using paperclips
such as squares and parallelograms. Additionally I would include ways for students to include
angles in such activities, possibly through the use of programs like Geometers Sketchpad. This
program allows for students to create and manipulate a variety of shapes. It provides angle and
side length measures for the shapes, which allows students to see how their manipulations
change the measurements. Once students showed a strong conceptual understanding of
similarity and congruence, I would move them into completing proofs related to such shapes.
Based on my analysis of student ones work, I would continue to work with them in
developing congruence and similarity related to one shape. This shape would probably continue
to be triangles because the student is comfortable with them based on the lessons in this
learning segment. I would have this student continue working on identifying congruence and
similarity since they seemed to mix up the terms. Once I felt that this student had a strong
conceptual understanding, I would transition into a variety of shapes with this student. While the
whole group is continuing to work toward proofs, I world work with this student individually to get
them to the same level. Students one and three would not need individualized instruction since
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they seem to have a conceptual understanding that would allow them to move along with the
whole group.
Since all of the students in this group have IEPs, the further learning provided will
adhere to their learning needs. Specific modifications would include tangible objects, kinesthetic
learning, and pictorial representations. These modifications will be used in aspects such as
drawings to describe shapes or manipulatives to create shapes. Additionally, there will be
opportunities for students to describe concepts in their own words rather than recalling specific
mathematical definitions. Additionally students will work in groups and partners in order to allow
for social learning and a wider variety of understandings. ]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[
These next steps are based in the students prior work in developing the aspects of their
conceptual understanding that cause more struggle while also moving forward in the concept
that they are stronger in. Student one would receive individualized instruction because their
conceptual needs are greater than others. In working with this student individually, I can provide
activities that will allow her to work alongside the rest of the group later on. Following the
summative assessment, I realized that some students were stronger than others in different
areas of congruence and similarity. By having students work through group tasks, they can
utilize the more knowledgeable other in their learning. Learning from one another can allow for
deeper conceptual understanding based on social learning theory. This theory states that
students learn best through social experiences with an individual that has a greater conceptual
understanding than they do. In most of this learning segment I served as the more
knowledgeable other for students. Since I now have better understanding of the students
knowledge, I am able to pair or group them so that they can now serve as that figure for their
peers. Additionally, further learning using and interacting with manipulatives can allow for
discovery learning. Discovery based learning is based on the theory that students are more
likely to retain information if they have come upon it on their own, or used prior knowledge to
create new schemas. Students can interact with the manipulatives and with Geometers
Sketchpad in adjusting and manipulating shapes. Such interaction with the concepts can lead to
a deeper understanding because students are discovering ideas on their own, which based on
discovery based learning theory, means that it will stick with them longer. ]

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Secondary Mathematics

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

There was a common lack of mathematical reasoning in relation to the concept of

selected language function,

For the whole class

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

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