Missouri Pre-Service Teacher Assessment (MoPTA)
Library of Examples – Task 2
Example Task 2, Step 2, Textbox 2.2.2
Below are two examples of written responses to Textbox 2.2.2 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.
The work you submit as part of your response to each task must be yours and yours alone. Your written
commentaries, the student work and other artifacts you submit, and your video recordings must all feature
teaching that you did and work that you supervised.
Step 2: Administering the Assessment and Analyzing the Data
Textbox 2.2.2: Modifications to the Assessment
Met/Exceeded Standards Level
a. I would not make any modifications to this process. The students will continue to be assessed individually.
All students will use the same process to collect data regarding their WCPM, error, and accuracy rate. Both
activities are individual based. The students will also be completing a graph following each individual
reading.
b. I will modify the assessment by choosing a reading passage that the individual students can read with
some guidance and instruction. This will allow the focus students to see their improvement in fluency on
the Reading Passage Graph. I will modify the Reading Passage Graph for each student. Students with
reading levels that are “well below average” will use the Reading Passage Graph that starts at zero and
increases in increments of five to 60 words per minute. Students with reading levels “below average” will
use a graph that starts at zero words and increases in increments of five to 120 correct words per minute.
Students with reading levels “average”, “above average”, and “well above average” will use a graph that
starts at 80 words and increases by five to 200 correct words per minute.
The students will visually see their improvement in fluency by filling in the graph after each reading. The
different graphs will allow the students at different levels to feel proud of their hard work and
improvement as they increase their reading fluency and WCPM while increasing the students’ confidence
in reading.
c. I would modify the data-collection method by requiring the students in the “well below average”, “below
average”, and “average” groups to record data more often than students in the “above average” and “well
above average” groups. These three groups need to improve their fluency and practice will improve their
reading.
© 2015 MoDESE. The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, national
origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities, and facilities
that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel, Coordinator – Civil
Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480; telephone
number 573-526-4757 or TTY 800-735-2966; email [email protected]
I would also modify the data-collection method by teaching the “above average” and “well above average”
groups to calculate their error rate and accuracy percentage and how to chart their data using different
types of charts such as bar, line and pie charts.
Refer to the Task 2 Rubric for Textbox 2.2.2 and ask yourself:
In the candidate’s analysis of the assessment data and student learning for the whole class, where is there
evidence of the following?




The modifications to make to the learning activities and student groupings used during this assessment,
with rationale for the choice
The modifications to make to the materials, resources, and technology, with rationale for the choice
The modifications to make to the data-collection method or the use of an alternative data collection
method
Why is the candidate’s analysis substantive?
Step 2: Administering the Assessment and Analyzing the Data
Textbox 2.2.2: Analysis of the Assessment Data and Student Learning for Each of the Two Focus Students
Did Not Meet/Partially Met Standards Level
a. Instead of an oral assessment, students could be asked to circle the appropriate word to complete a
sentence. This would provide the additional information that the student could read the word and use
it appropriately.
b. The only materials needed are the sight word flashcards and the spreadsheet to track the words
students know. The straightforwardness of this assessment makes it practical and easy to administer,
so no modifications are needed.
c. The data will be collected through an oral assessment and kept in a weekly log. This is the most
efficient way of tracking the accumulation of sight word recognition, so no modification is needed.
Refer to the Task 2 Rubric for Textbox 2.2.2 and ask yourself:
In the candidate’s analysis of the assessment data and student learning for the whole class, where is there
evidence of the following?
 The modifications to make to the learning activities and student groupings used during this assessment,
with rationale for the choice
 The modifications to make to the materials, resources, and technology, with rationale for the choice
 The modifications to make to the data-collection method or the use of an alternative data-collection
method
 Why is the candidate’s analysis uneven?
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.