5. TPA 3: Overview
1. You will demonstrate your ability to select a unit of study and learning goal(s) and
to plan standards-based, developmentally-appropriate student assessment activities
for a group of students. In addition, you will demonstrate your ability to assess
student learning and diagnose student needs from particular responses to the
assessment activity.
Whittier College • Arie Korporaal, Ph.D.
6. TPA 3: Overview
1. You will demonstrate your ability to select a unit of study and learning goal(s) and
to plan standards-based, developmentally-appropriate student assessment activities
for a group of students. In addition, you will demonstrate your ability to assess
student learning and diagnose student needs from particular responses to the
assessment activity.
2. You will demonstrate your ability to make assessment adaptations for two focus
students: an English learner and a student with identified special needs.
Whittier College • Arie Korporaal, Ph.D.
7. TPA 3: Overview
1. You will demonstrate your ability to select a unit of study and learning goal(s) and
to plan standards-based, developmentally-appropriate student assessment activities
for a group of students. In addition, you will demonstrate your ability to assess
student learning and diagnose student needs from particular responses to the
assessment activity.
2. You will demonstrate your ability to make assessment adaptations for two focus
students: an English learner and a student with identified special needs.
3. You will score, review, and analyze evidence of student learning and will reflect on
assessment implications.
Whittier College • Arie Korporaal, Ph.D.
8. TPA 3: Overview
1. You will demonstrate your ability to select a unit of study and learning goal(s) and
to plan standards-based, developmentally-appropriate student assessment activities
for a group of students. In addition, you will demonstrate your ability to assess
student learning and diagnose student needs from particular responses to the
assessment activity.
2. You will demonstrate your ability to make assessment adaptations for two focus
students: an English learner and a student with identified special needs.
3. You will score, review, and analyze evidence of student learning and will reflect on
assessment implications.
4. You will submit your completed response, the assessment, selected student
assessment responses and, if appropriate, scoring scales, rubrics, or scoring guides
as artifacts.
Whittier College • Arie Korporaal, Ph.D.
9. What is being measured?
Whittier College • Arie Korporaal, Ph.D.
10. What is being measured?
B. Assessing Student Learning
TPE 3–Interpretation and Use of Assessments
Whittier College • Arie Korporaal, Ph.D.
11. What is being measured?
B. Assessing Student Learning
TPE 3–Interpretation and Use of Assessments
C. Engaging and Supporting Students in Learning
TPE 6–Developmentally Appropriate Teaching Practices
TPE 7–Teaching English Learners
Whittier College • Arie Korporaal, Ph.D.
12. What is being measured?
B. Assessing Student Learning
TPE 3–Interpretation and Use of Assessments
C. Engaging and Supporting Students in Learning
TPE 6–Developmentally Appropriate Teaching Practices
TPE 7–Teaching English Learners
D. Planning Instruction and Designing Learning Experiences for Students
TPE 8–Learning About Students
TPE 9–Instructional Planning
Whittier College • Arie Korporaal, Ph.D.
13. What is being measured?
B. Assessing Student Learning
TPE 3–Interpretation and Use of Assessments
C. Engaging and Supporting Students in Learning
TPE 6–Developmentally Appropriate Teaching Practices
TPE 7–Teaching English Learners
D. Planning Instruction and Designing Learning Experiences for Students
TPE 8–Learning About Students
TPE 9–Instructional Planning
F. Developing as a Professional Educator
TPE 13–Professional Growth
Whittier College • Arie Korporaal, Ph.D.
14. TPA 3: Step 1
Assessment Selection and Planning for the
Whole Class
Whittier College • Arie Korporaal, Ph.D.
15. TPA 3: Step 1
Assessment Selection and Planning for the
Whole Class
Select a class and identify the content area, subject matter, student academic
content standards, and unit of study with which you will be working.
Whittier College • Arie Korporaal, Ph.D.
16. TPA 3: Step 1
Assessment Selection and Planning for the
Whole Class
Select a class and identify the content area, subject matter, student academic
content standards, and unit of study with which you will be working.
Describe the purpose and type of assessment and the evidence of student learning
that will be collected.
Whittier College • Arie Korporaal, Ph.D.
17. TPA 3: Step 1
Assessment Selection and Planning for the
Whole Class
Select a class and identify the content area, subject matter, student academic
content standards, and unit of study with which you will be working.
Describe the purpose and type of assessment and the evidence of student learning
that will be collected.
Describe the plan for implementation of the assessment, including strategies,
activities, grouping, and materials.
Whittier College • Arie Korporaal, Ph.D.
18. TPA 3: Step 1
Assessment Selection and Planning for the
Whole Class
Select a class and identify the content area, subject matter, student academic
content standards, and unit of study with which you will be working.
Describe the purpose and type of assessment and the evidence of student learning
that will be collected.
Describe the plan for implementation of the assessment, including strategies,
activities, grouping, and materials.
Explain how you will use the assessment results and provide feedback regarding
student progress towards achievement of the academic learning goal(s).
Whittier College • Arie Korporaal, Ph.D.
19. TPA 3: Step 2
Learning about Students: Whole Class and
Two Focus Students
Whittier College • Arie Korporaal, Ph.D.
20. TPA 3: Step 2
Learning about Students: Whole Class and
Two Focus Students
Select two students within the class, including one English Learner and one student
with an identified special need.
Whittier College • Arie Korporaal, Ph.D.
21. TPA 3: Step 2
Learning about Students: Whole Class and
Two Focus Students
Select two students within the class, including one English Learner and one student
with an identified special need.
Complete a detailed description of the background and characteristics of each of
the two students, as well as an explanation of how the information will influence
instructional planning and assessment.
Whittier College • Arie Korporaal, Ph.D.
22. TPA 3: Step 3
Assessment Adaptations for Two Focus
Students
Whittier College • Arie Korporaal, Ph.D.
23. TPA 3: Step 3
Assessment Adaptations for Two Focus
Students
Complete a detailed description of the background and characteristics of each of
the two students, as well as an explanation of how the information will influence
instructional planning and assessment.
Whittier College • Arie Korporaal, Ph.D.
24. TPA 3: Step 3
Assessment Adaptations for Two Focus
Students
Complete a detailed description of the background and characteristics of each of
the two students, as well as an explanation of how the information will influence
instructional planning and assessment.
Explain your rationale for the adaptations.
Whittier College • Arie Korporaal, Ph.D.
25. TPA 3: Step 4
Giving the Assessment to the Whole Class,
Including Two Focus Students
Whittier College • Arie Korporaal, Ph.D.
26. TPA 3: Step 4
Giving the Assessment to the Whole Class,
Including Two Focus Students
Give the assessment to the class; collect and score the evidence of student learning
from the assessment.
Whittier College • Arie Korporaal, Ph.D.
27. TPA 3: Step 4
Giving the Assessment to the Whole Class,
Including Two Focus Students
Give the assessment to the class; collect and score the evidence of student learning
from the assessment.
Submit copies of three assessment responses that represent the range of student
achievement on the assessment and explain the selection of those three responses.
Whittier College • Arie Korporaal, Ph.D.
28. TPA 3: Step 4
Giving the Assessment to the Whole Class,
Including Two Focus Students
Give the assessment to the class; collect and score the evidence of student learning
from the assessment.
Submit copies of three assessment responses that represent the range of student
achievement on the assessment and explain the selection of those three responses.
Submit copies of the two focus students’ responses.
Whittier College • Arie Korporaal, Ph.D.
29. TPA 3: Step 5
Analyzing Evidence of Student Academic
Learning and the Assessment
Whittier College • Arie Korporaal, Ph.D.
30. TPA 3: Step 5
Analyzing Evidence of Student Academic
Learning and the Assessment
Discuss what you learned from the assessment about your students’ progress
toward achievement of the learning goal(s).
Whittier College • Arie Korporaal, Ph.D.
31. TPA 3: Step 5
Analyzing Evidence of Student Academic
Learning and the Assessment
Discuss what you learned from the assessment about your students’ progress
toward achievement of the learning goal(s).
Discuss what you learned from the assessment about your students’ progress
toward achievement of the learning goal(s).
Whittier College • Arie Korporaal, Ph.D.
32. TPA 3: Step 5
Analyzing Evidence of Student Academic
Learning and the Assessment
Discuss what you learned from the assessment about your students’ progress
toward achievement of the learning goal(s).
Discuss what you learned from the assessment about your students’ progress
toward achievement of the learning goal(s).
For Student 1 and Student 2:
Analyze each student’s response to the assessment.
Discuss how this information will affect your future planning and instruction
for the two students.
Whittier College • Arie Korporaal, Ph.D.
33. TPA 3: Step 6
Reflection on Assessment
Whittier College • Arie Korporaal, Ph.D.
34. TPA 3: Step 6
Reflection on Assessment
Read your responses to Steps 1-5.
Whittier College • Arie Korporaal, Ph.D.
35. TPA 3: Step 6
Reflection on Assessment
Read your responses to Steps 1-5.
Discuss what you learned about the assessment and about your students’ learning as
a result of using the assessment.
Whittier College • Arie Korporaal, Ph.D.
36. TPA 3: Step 6
Reflection on Assessment
Read your responses to Steps 1-5.
Discuss what you learned about the assessment and about your students’ learning as
a result of using the assessment.
Explain how you will use what you have learned about assessment in the future.
Whittier College • Arie Korporaal, Ph.D.
37. TPA 3: Step 6
Reflection on Assessment
Read your responses to Steps 1-5.
Discuss what you learned about the assessment and about your students’ learning as
a result of using the assessment.
Explain how you will use what you have learned about assessment in the future.
Identify your goal(s) for increasing your knowledge and skill in assessment.
Whittier College • Arie Korporaal, Ph.D.
39. After Completing Your Response
Remove all last names and identifying references to children and adults on the
response and artifacts.
Whittier College • Arie Korporaal, Ph.D.
40. After Completing Your Response
Remove all last names and identifying references to children and adults on the
response and artifacts.
Procure Student Release Forms and Adult Release Forms for all student and/or
adult work to be submitted.
Whittier College • Arie Korporaal, Ph.D.
41. After Completing Your Response
Remove all last names and identifying references to children and adults on the
response and artifacts.
Procure Student Release Forms and Adult Release Forms for all student and/or
adult work to be submitted.
Submit the signed release forms, your response, and all artifacts, as directed by your
program. Your artifacts will include:
The assessment and any directions, scoring guides, answer keys, etc.
A total of five student responses: three representing the range of student
achievement on the assessment and one response from each of the two focus
students.
Whittier College • Arie Korporaal, Ph.D.
