Missouri Pre-Service Teacher Assessment (MoPTA)
Library of Examples – Task 2
Example Task 2, Step 1, Textbox 2.1.2
Below are two examples of written responses to Textbox 2.1.2 as excerpted from the portfolios of two different
candidates. The candidate responses were not corrected or changed from what was submitted. One response was scored at
the Met/Exceeded Standards Level and the other response was scored at the Did Not Meet/Partially Met Standards Level.
This information is being provided for illustrative purposes only. These excerpts are not templates for candidates to use to
guarantee a successful score. Rather, they are examples that candidates can use for comparison purposes to see the kinds
of evidence that they may need to add to their own work.
Step 1: Planning the Assessment
Textbox 2.1.2: Preparing Learners for the Assessment
Met/Exceeded Standards Level
a) The assessment will be done as an individual activity, but
students will have the opportunity to complete a student
activity in groups pertaining to the assessment. My rationale for
the students completing this assessment individually is so that I
can clearly see exactly which students are not yet accomplished
in the various areas of literary elements being assessed. Once all
students have completed the first part of the assessment
individually, each table of students will complete a
questionnaire based on the assessment that will provide
feedback to me. The groups will have five minutes to complete
the questions, and the questions will be stated as follows: What
was the most useful aspect of this assessment? What problems
or questions do you have? These points will be discussed at the
beginning of the next class period before moving on to the next
topic. My rationale for this student activity is that it is done in
groups, takes a small amount of time, and provides immediate
feedback for the teacher.
b) The materials and resources used for this assessment include
excerpts from Leo Tolstoy’s Anna Karenina and Charles Dickens’
Oliver Twist. Both excerpts are accompanied by questions that
assess the student’s mastery of theme, contextual vocabulary,
inference, setting, and the point of view that the stories are
written in. A modified version of this assessment will be made
available for one of my focus students and this modification involves technology. The modification allows this
focus student to take this assessment on a laptop computer versus taking a paper version of it. The rationale
for my choices in materials and resources is that both excerpts allow for a critical, in depth assessment of the
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students’ knowledge in regards to theme, contextual vocabulary, inference, setting, and the author’s point of
view. My rationale for using the technology modification is that it allows the student to have the excerpts and
questions read to them via headphones. This assists the student in better understanding the vocabulary in the
story, allows them to re-listen to the excerpt or questions, and blocks out any outside noise in order for them
to better concentrate.
Step 1: Planning the Assessment
Textbox 2.1.2: Preparing Learners for the Assessment
Did Not Meet/Partially Met Standards Level
a. Student activities I will use during this assessment are
different writing activities. After teaching an initial lesson we
gave the students opportunities to use what we taught in
their own writing. We observed them as they wrote and gave
guidance as needed. For writing we have the students
grouped based on needs. Each of us works with a specific
group of students who need a more individualized approach.
We work together to cover the rest of the students. The rest
of the students can mostly do it without our assistance.
b. The materials I will use during this assessment are pencil and
paper. This is because the best way to show they know
where punctuation or capitalization goes is on paper. During
writing one of the special education teachers comes in to
assist in our class. So we have three adults in the classroom
which really gives us an opportunity to spend more time with
each student. We don’t use very much technology for this.
Only to show students examples of written work.
Suggestions for Use
After writing your own rough draft response to the guiding prompts, ask the question, “Which parts of these
examples are closest to what I have written?” Then read the 4 levels of the matching rubric (labeled with the
textbox number) and decide which best matches your response. Use this information as you revise your own
written commentary.
Lastly, using your work and/or these examples as reference, consider what you believe would be appropriate
artifacts for this textbox.