The praxis® performance assessment for teachers

The Praxis® Performance Assessment for Teachers The Praxis ® Performance Assessment for Teachers Candidate and Educator Handbook Updated July 2022 Copyright © 2022 by Educational Testing Service All r[.]

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The Praxis®

Performance Assessment for Teachers

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Table of Contents

General Overview 6

What is the purpose of the PPAT® assessment? 6

Something for teacher candidates to consider 6

Are there permission forms that must be signed during the PPAT assessment? 6

Overview of the Tasks 7

What is the general design of the PPAT assessment? 7

What are the specific tasks of this assessment? 7

Task 1: Knowledge of Students and the Learning Environment 7

Task 1 Overview 7

Standards and Indicators Measured in This Task 7

What Do I Have to Do for This Task? 8

How to Submit Your Evidence (Refer to the Submission System User Guide for details.) 8

How to Compose Your Written Commentary 8

Evaluation of Task 1 9

Task 2: Assessment and Data Collection to Measure and Inform Student Learning 10

Task 2 Overview 10

How to Submit Your Evidence (Refer to the Submission System User Guide for details) 11

Task 3: Designing Instruction for Student Learning 12

Task 3 Overview 12

How to Submit Your Evidence (Refer to the Submission System Users Guide for details.) 13

Task 4: Implementing and Analyzing Instruction to Promote Student Learning 14

Task 4 Overview 14

How to Submit Your Evidence (Refer to the Submission System Users Guide for details.) 15

InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0 16

Summary of Required Submission Information by Task 19

Task 1: Knowledge of Students and the Learning Environment 20

Task 2: Assessment and Data Collection to Measure and Inform Student Learning 21

Task 3: Designing Instruction for Student Learning 22

Task 4: Implementing and Analyzing Instruction to Promote Student Learning 23

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Support and Ethical Considerations 24

General Guidelines 24

Support from Instructors and Mentors 24

Reflection of Actual Tasks in Assignments 25

Plagiarism 26

Essay Similarity Detection 26

Getting Started 26

What do I need to do to begin the PPAT assessment process? 27

What are the key steps in task development? 28

Writing and Formatting Guidelines 28

What are the guidelines for writing responses? 299

A Summary of Key Points Regarding Your Writing 322

How should I use the textboxes? 322

Thinking About Evidence 333

What is evidence, and where can I find it? 333

Is any one type of evidence more valuable than another? 333

What else do I need to know about evidence? 333

How do I select evidence for my tasks? 344

How do I use student work as evidence? 344

How do I use other artifacts as evidence? 344

How do I upload artifacts into my Library of Artifacts and link them to my responses? 366

Library of Examples 366

Video Recording 377

Why is the video for Task 4 so important? 377

What should I do before I get started? 377

Permission Forms 398

Video Equipment 398

How should I video record my class? 398

How should I practice my video recording? 40

How should I analyze my video recordings? 41

What are some video-recording tips? 41

Improving video quality 41

Improving audio quality 42

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How is fairness ensured? 466

Receiving Your Scores 4 6 How will I receive my scores? 466

Will my scores be delivered to anyone other than myself? 477

Understanding Your Scores 477

What score report feedback will I receive? 477

How do I evaluate my scores when considering resubmission? 477

Resubmission 498

What about resubmissions? 488

Scores for Resubmitted Tasks 488

Ownership 499

Who owns the PPAT assessment responses? 499

Terms of Submission 499

Technical Issues 50

What if I need technical support or have questions about how the Online Submission System works? 50

Anciliary Materials 50

Glossary 50

Lesson Plan Format 51

Daily Reflection Form 52

Professional Growth Plan 52

Permission Forms 53

What permission forms must I complete? 53

Do I submit the signed permission forms to ETS? 53

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This Candidate and Educator Handbook will help you understand the history and background

of the PPAT® assessment and will provide you with a general overview as well as the specific details needed to submit the contents of your performance assessment

The PPAT assessment has been developed by a team of exemplary national educators

Appreciation is extended to the following members of the Content Development Team

Name Organization

Valentina Abordonado Hawaii Pacific University, Honolulu, HI

Ellen Baker University of Vermont, Burlington, VT

Karen Banks Delran Schools, Delran, NJ

Wilma Bonner Howard University, Washington, DC

Peggy Brooks University of Louisville, Louisville, KY

Sylvia Brooks Wilmington University, New Castle, DE

Vera Lang Brown University of Arkansas at Pine Bluff, Pine Bluff, AR

Ronald Canos University of Guam, Dededo, Guam

Patricia Casari Thatcher Brook Primary School, Waterbury, VT

Valerie Cooper New Canaan Public Schools, New Canaan, CT

Julius Davis Bowie State University, Bowie, MD

Amanda Ensor Church Hill Elementary School, Washington College, Church Hill, MD James Foltz Middletown High School, Middletown, DE

Cyndi Giorgis University of Nevada – Las Vegas, Las Vegas, NV

Steven King District of Columbia Public Schools, Washington, DC

Lisa Kruger Rutgers, the State University of New Jersey, New Brunswick, NJ Carmelita Lamb Turtle Mountain Community College, Belcourt, ND

Julie Moeller Edith Bowen Laboratory School, Logan, UT

Scott Mosher Teacher Apprenticeship Program, Essex Junction, VT

Diann Musial Great Basin College, Elko, NV

Stephanie Nervis Eastside Elementary, Clinton, MS

Deborah Poston Newberry College, Newberry, SC

Dianne Stahl Ursinus College, Collegeville, PA

Greg Stinnett Beebe Middle School, Beebe, AR

Lynda Venhuizen South Dakota State University, Brookings, SD

Appreciation is also extended to the Educational Testing Service® consultants who facilitated

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General Overview

What is the purpose of the PPAT® assessment?

The PPAT® assessment is an evidence-based performance assessment designed to assess the instructional capability of pre-service teachers prior to receiving their teaching license This assessment evaluates teacher candidates on their ability to have an impact on student learning

as stated in the InTASC Model Core Teaching Standards and the four PPAT assessment tasks The assessment consists of four tasks: one formative and three summative The tasks are

described in detail later in this handbook

Before beginning the assessment, review this entire handbook for information about the tasks, the rubrics, the writing guidelines, the Online Submission System, the video, and more There are also other useful documents that will help support you through this process Consult the

PPAT assessment informational website

Something for teacher candidates to consider

The purpose of the submitted video recording is to provide a view of your teaching that is as complete and authentic as possible Because raters are not able to visit your classes, a video recording is the only illustration of your practice Begin recording with your video camera as soon as you can even though the final video submitted as part of Task 4 should be recorded after Tasks 2 and 3 have been completed

Are there permission forms that must be signed during the

Educator preparation program instructors are required to obtain participation approval from the superintendent in the school districts where the teacher candidates will be student teaching and from the school principals The superintendent and principal also need to approve the use of the PPAT assessment permission forms

The PPAT assessment Student Permission Form and Adult Permission Form can be found directly

on the PPAT assessment informational website

You must use the PPAT assessment permission forms provided; district

or school permission forms will not be accepted

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Overview of the Tasks

What is the general design of the PPAT assessment?

The PPAT assessment consists of four tasks Each of the four tasks will take place during the teacher candidate’s clinical experience and will focus on differentiation of instruction and the decision-making process During the clinical experience, the teacher candidate’s task

submissions will provide a variety of artifacts, including student work and observational

feedback

Task 1 will occur early in the clinical experience, and Tasks 2─4 will occur approximately thirds of the way through the clinical experience

two-What are the specific tasks of this assessment?

Task 1: Knowledge of Students and the Learning Environment

In this task, you will demonstrate the knowledge and skills that pertain to your understanding of your classroom regarding your students, the school, and the community, and you will identify the implications of these factors on instruction and student learning

Task 1 Overview

Standards and Indicators Measured in This Task

The following InTASC Model Core Teaching Standards represent the focus of this task The

evidence you submit must address and will be scored according to the following

Standard 1, Indicators b and c

Standard 2, Indicators a, c, d, and f

Standard 3, Indicators a, c, d, e, and f

Standard 4, Indicators d and g

Standard 6, Indicator g

Standard 7, Indicators a, b, d, and e

Standard 8, Indicators a and c

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What Do I Have to Do for This Task?

For this task, you must submit the following evidence

1 Written Commentary of a maximum of 21,000 characters (approximately seven typed pages) that

• responds to all parts of the guiding prompts;

• references your artifacts to support your written evidence; and

• describes, analyzes, and reflects on the evidence

2 Four different types of artifacts (maximum of nine pages) including

• the Contextual Factors Chart (maximum of three pages);

• the Instructional and Support Resources Chart (maximum of three pages);

• one completed Getting to Know Your Students document (maximum of two

representative pages); and

• a document that demonstrates a method of communication with students’ families (maximum of one page)

How to Submit Your Evidence (Refer to the Submission System User Guide for details.)

• Upload your artifacts into your Library of Artifacts

• Refer to the artifacts in your Written Commentary

• Link the artifacts to your Written Commentary within the appropriate textbox

How to Compose Your Written Commentary

This task has two steps, each with guiding prompts to help you provide evidence that supports the rubric Your response must address all parts of each of the guiding prompts

• Step 1: Factors, Resources, and Protocols

• Step 2: Knowledge of Students

Please read the entire task before responding to any guiding prompts Use the textboxes located under the guiding prompts to compose your responses and link your artifacts

Task 1 is a formative task in which the educator preparation program (EPP) instructor and the cooperating teacher are able to work together with the teacher candidate to develop a response

to the activities, guiding prompts, and artifact requirements of the PPAT assessment Task 1

allows the teacher candidate to become familiar with the students with whom he or she will be working, to understand the PPAT assessment process, and to become acclimated to the Online

Submission System Please see the PPAT Assessment Task 1 Handbook for additional

information

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Developing responses to Task 1 sets the tone for the rest of the PPAT assessment; what the teacher candidate learns while completing this task will affect the approach he or she takes in the completion of the other three tasks This formative task also affords the EPP instructor and the cooperating teacher an opportunity to become familiar with the entire assessment process

However, completing and submitting Task 1 into the Online Submission System is

required for you to move on to Tasks 2, 3, and 4

For more information, please see the PPAT Assessment Task 1 Handbook

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Task 2: Assessment and Data Collection to Measure and Inform Student Learning

In this task, you will demonstrate your understanding, analysis, and application of assessment and data collection to measure and inform student learning

Task 2 Overview

The following InTASC Model Core Teaching Standards represent the focus of this task The evidence you submit must address and will be scored according to the following

Standard 1, Indicator a

Standard 2, Indicators b and f

Standard 6, Indicators b, c, d, g and h

Standard 7, Indicator d

Standard 8, Indicator b

Standard 9, Indicator c

1 Written Commentary of a maximum of 22,500 characters (approximately seven typed pages) that

2 Identification of two Focus Students who reflect different learning needs

3 Eight different artifacts (a maximum of eleven pages) including

• representative pages of the selected assessment (maximum of two pages);

• representative pages of the baseline data for the whole class (maximum of two pages);

• a representative page of the rubric or scoring guide (maximum of one page);

• a representative page of the baseline data for Focus Student 1 (maximum of one page);

• a representative page of the baseline data for Focus Student 2 (maximum of one page);

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• representative pages of a graphic representation (e.g., spreadsheet, pie chart, table)

of the collected data (maximum of two pages);

• a completed assessment from Focus Student 1 (maximum of one page); and

• a completed assessment from Focus Student 2 (maximum of one page)

How to Submit Your Evidence (Refer to the Submission System User Guide for details)

• Link to the artifacts within your Written Commentary

This task has three steps, each with guiding prompts to help you provide evidence that supports the rubric Your response needs to address all parts of each of the guiding prompts

• Step 1: Planning the Assessment

• Step 2: Administering the Assessment and Analyzing the Data

• Step 3: Reflecting

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Task 3: Designing Instruction for Student Learning

In this task, you will demonstrate your ability to develop instruction, including the use of

technology, to facilitate student learning

Task 3 Overview

The following InTASC Model Core Teaching Standards represent the focus of this task The evidence you submit must address and will be scored according to the following

Standard 1, Indicators a and b

Standard 2, Indicators a, b, c, and f

Standard 3, Indicator e

Standard 4, Indicators e, f, and g

Standard 6, Indicators a, c, d, and g

Standard 7, Indicators a, b, c, d, and f

1 Written Commentary of a maximum of 25,500 characters (approximately eight typed pages) that

3 Six different artifacts (a maximum of seven pages) including

• representative pages of a lesson plan for the whole class that includes the use of technology A sample template is provided, but teacher candidates may submit a form

of their own (maximum of two pages);

• a representative page of a differentiated lesson plan for Focus Student 1 (maximum of one page);

• a representative page of a differentiated lesson plan for Focus Student 2 (maximum of one page);

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• a work sample from any class member other than the two Focus Students (maximum

of one page);

• a work sample from Focus Student 1 (maximum of one page); and

• a work sample from Focus Student 2 (maximum of one page)

Note that for the lesson plan for the whole class, a sample template is provided, but you may submit a form of your own

How to Submit Your Evidence (Refer to the Submission System Users Guide

for details.)

This task has four steps, each with guiding prompts to help you provide evidence that supports the rubric Your response must address all parts of each of the guiding prompts

• Step 1: Planning the Lesson

• Step 2: The Focus Students

• Step 3: Analyzing the Instruction

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Task 4: Implementing and Analyzing Instruction to Promote

The following InTASC Model Core Teaching Standards represent the focus of this task The

evidence you submit must address and will be scored according to the following

Standard 2, Indicators a, b, c, and f

Standard 3, Indicators d, e, and f

Standard 4, Indicators c, d, e, f, g, and h

Standard 5, Indicator h

Standard 6, Indicators a, b, c, d, g, and h

Standard 7, Indicators a, b, c, d, and f

Standard 8, Indicators a, b, f, h, and i

1 Written Commentary of a maximum of 28,500 characters (approximately nine typed pages) that

3 Seven different artifacts (maximum of ten pages), including

• representative pages of a standards-based lesson plan (maximum of two pages);

• baseline data (e.g., graphic representation, table, list) for the whole class (maximum

of two pages);

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• baseline data (e.g., graphic representation, table, list) specific to Focus Student 1 (maximum of one page);

• baseline data (e.g., graphic representation, table, list) specific to Focus Student 2 (maximum of one page);

• a work sample from Focus Student 1 (maximum of two pages);

• a work sample from Focus Student 2 (maximum of two pages); and

• one fifteen-minute video (mandatory), which may contain one fifteen-minute segment (unedited) or three five-minute segments (each unedited) combined into one file

How to Submit Your Evidence (Refer to the Submission System Users Guide

for details.)

• Upload your artifacts into your Library of Artifacts (See Step 5 for how to upload the video file.)

This task has five steps, four of which have guiding prompts to help you provide evidence that supports the rubric Your response must address all parts of each of the guiding prompts

• Step 1: Planning

• Step 2: Implementing the Plan

• Step 3: Understanding the Two Focus Students

• Step 5: Uploading the Video

The chart on the following page shows the specific InTASC Model Core Teaching Standards that are measured by each of the four tasks on the PPAT assessment

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InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0

Knowledge of Students and the Learning Environment

Assessment and Data Collection

to Measure and Inform Student Learning

Designing Instruction for Student Learning

Implementing and Analyzing Instruction to Promote Student Learning

Evidence Evidence Evidence Evidence

Written Commentary:

a maximum of

21,000 characters

Instructional artifacts:

4 artifacts, a

maximum of

9 pages

Written Commentary:

a maximum of

Instructional artifacts:

8 artifacts, a

maximum of

11 pages

Written Commentary:

a maximum of

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Standard Task 1 Task 2 Task 3 Task 4

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Standard Task 1 Task 2 Task 3 Task 4

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Summary of Required Submission Information by Task

The required submission information for each task is summarized below You will see the steps included in each task as well as the evidence that you will be required to submit The entire tasks and their rubrics are provided on the PPAT assessment informational website Notice that the tasks and their corresponding materials have been color-coded to make it easier for you

to organize your task materials

The color codes are as follows

Task 1 Knowledge of Students and the Learning Environment

Task 2 Assessment and Data Collection to Measure and Inform Student Learning

Task 3 Designing Instruction for Student Learning

Task 4 Implementing and Analyzing Instruction to Promote Student Learning

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Task 1: Knowledge of Students and the Learning Environment

Step 1: Factors, Resources, and Protocols Your ability to identify and reflect on a variety of factors and resources that

can influence, support, and enhance student learning

Step 2: Knowledge of Students Your ability to identify how you are cultivating relationships with your

students and acquiring increasing depth of knowledge about each student’s academic and nonacademic strengths, skills, competencies, and interests

Submission:

Written Commentary of no more than 21,000 characters (approximately 7 typed pages) that responds to the two steps and that

is submitted using the provided textboxes

4 instructional artifacts of no more than 9 pages that demonstrate how you obtained knowledge of students and their learning environment and that support your responses to the guiding prompts

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Task 2: Assessment and Data Collection to Measure and Inform Student Learning

Step 1: Planning the Assessment Your ability to plan an assessment that uses appropriate assessment tools

to meet student needs and the learning goal(s) NOTE: For textbox 2.1.2

The response for this textbox should reflect the activities, groupings, materials, resources, and technology that you are planning to use to assess

the students These are not preassessment activities but the actual activities, groupings, materials, etc for the actual assessment

Analyzing the Data

Your ability to administer your assessment and to collect, record, and analyze the data

Step 3: Reflecting Your ability to reflect on your assessment by providing evidence of student

learning that resulted from the administered assessment plan Your ability to reflect on the data-based decisions that occurred through

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Task 3: Designing Instruction for Student Learning

Step 1: Planning the Lesson Your ability to plan an effective lesson that facilitates student learning

Step 2: The Focus Students Your ability to differentiate instruction for individual students

Step 3: Analyzing Instruction Your ability to analyze a lesson and evidence of student learning

Step 4: Reflecting Your ability to reflect on the strengths of your lesson plan as well as on the

components of your lesson that need improvement

Submission:

Written Commentary of no more than 25,500 characters (approximately 8 typed pages) that responds to the four steps, focuses

on two students, and is submitted using the provided textboxes

6 instructional artifacts of no more than 7 pages that support your responses to the guiding prompts and that provide evidence

of lesson planning and analysis

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Task 4: Implementing and Analyzing Instruction to Promote Student Learning

Step 1: Planning Your ability to plan an effective lesson that facilitates student learning

Step 2: Implementing the Plan Your ability to implement the lesson plan, interact with your students, and

analyze your practice Step 3: Understanding the Two Focus Students Your ability to provide evidence of learning of the two Focus Students

Step 4: Reflecting Your ability to reflect on the effectiveness of your lesson for the entire class

and the two Focus Students Step 5: Uploading the Video Your ability to create and upload one video file

Submission:

Written Commentary of no more than 28,500 characters (approximately 9 typed pages) that responds to the four steps, focuses

on two students, and is submitted using the provided textboxes

7 instructional artifacts of no more than 10 pages that support your responses to the guiding prompts and that provide evidence

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Support and Ethical Considerations

General Guidelines

As part of the required coursework, you may engage in professional discussions and activities related to the PPAT assessment Tasks, Standards, and Indicators with other candidates and educators However, the work that you submit in response to each performance assessment task, e.g., written commentaries, student work, and other artifacts, must be yours and yours alone

All materials and information necessary for you to complete the PPAT assessment are available and public You will have ample opportunity to review the tasks and rubrics before you begin the assessment process

Support from Instructors and Mentors

Instructors and mentors should:

• review the assessment and the assessment process

• check for understanding of the task requirements, rubrics, and handbook

• only share information that is public for all candidates

• provide direction on how candidates prepare, plan, and manage deadlines

• understand the difference between personal opinions and policies

• know, understand, and uphold the assessment’s policies and guidelines

• acknowledge and respect that responsibility for developing and submitting the

performance assessment rests solely and completely with the candidate

• ensure that candidates understand that breaches of trust and confidentiality may destroy the validity of the assessment and may negatively affect the reputations of the candidates

• immediately report violations of confidentiality, incidents of falsified information or materials, and breaches of security

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Instructors and mentors should never engage in the following conduct:

• make choices for the candidate

• correct a task response

• assign a score to a task or in any way evaluate responses

• give an assignment that asks candidates to respond to a task’s guiding prompts

• use the task rubrics to score an assignment

Reflection of Actual Tasks in Assignments

Your Educator Preparation Program (EPP) should provide instructional activities that support you

in obtaining the knowledge and skills needed to successfully complete the assessment’s tasks EPP guidelines include the following:

• EPP instructors can assess and provide feedback using the instructor’s or university’s expectations and rubrics on assignments that students MAY select to use as part of their submission for a task

• Assignments should not include the actual assessment’s guiding prompts and should not be graded using the assessment’s rubrics Instead, assignments should be graded using criteria determined by the EPP program

• Assignments can include artifacts that candidates may use as a part of their tasks

• Instructional assignments can be similar to parts of the tasks and can even ask

candidates to select topics, include written responses, and request one or more

artifacts that could be used or adapted by candidates when submitting their task

• Some universities require performance-based assignments and candidate portfolios as

a part of their program The process of creating these collections of graded

assignments can provide valuable experiences and artifacts that candidates may

choose to draw from when submitting their tasks EPP instructors should refrain from

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Essay Similarity Detection

Each task response in the assessment, whether submitted during the original submission window

or during the resubmission window, must be entirely your work While we encourage you to seek support from your EPP supervising instructor and mentor, each task must be distinctly and solely your own work Software is utilized to scan all responses for overlap with previous submissions, with another test taker’s submissions and with the Library of Examples Paragraphs or even sections of paragraphs that are substantially similar will be construed as overlap If such overlap

is detected, an investigation with the ETS Office of Testing Integrity (OTI) may be initiated and scores could be voided at any time If a task response is the subject of a review, the following steps will occur

• Your overall assessment scores will be placed on hold before scores are released

• You will be informed that your scores are on administrative hold

• You will be informed that your response is under review, and you will be provided the opportunity to submit additional materials to ETS’s OTI to support your case You will have the ability to request that ETS supply the portions of the responses that are in question

• The appropriate state agency or institution requiring the assessment will be informed that your scores are on administrative hold

• All materials will be independently reviewed, and an assessment of the case will be provided to ETS’s OTI

• You will receive a letter from ETS’s OTI notifying you of the decision after the review has been completed

• If it is concluded that your scores should be released, the hold on scores will be

removed and you will be able to view your score report online

• If it is concluded there is substantial evidence to support cancellation of your scores, the scores will be voided and the appropriate state agency or institution requiring the assessment will be informed of the cancellation of scores

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Getting Started

What do I need to do to begin the PPAT assessment process?

The following tips are designed to help you prioritize your activities and organize your

thinking as you build your PPAT assessment submission

• Create an account in the online registration system and purchase the assessment Using this private, secure Online Submission System, you will build and submit your assessment See the Submission System User Guide for assistance

• Review the directions for each task and each corresponding rubric

• Review the ancillary materials for the PPAT assessment, found on the PPAT assessment informational website

• Get a calendar and work backward from your submission deadlines to set a schedule for task completion

• Start with Task 1 The material you include in Task 1 will influence your work on Tasks

2, 3, and 4

• Develop a simple task analysis that lists what you are going to do, the evidence you need, and by when you will complete each task (see suggested sample below)

What do I need to do? What evidence do I need? Completion Date

(List the activity) (List the evidence) (Date)

• Build each task in the Online Submission System

• Review your responses to ensure that you have demonstrated the knowledge and skills required by the InTASC Standards

• Score your responses against the rubrics

Tiêu đề	The praxis performance assessment for teachers
Thể loại	Handbook
Năm xuất bản	2022

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Số trang	54
Dung lượng	1,5 MB