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edTPA Secondary Mathematics Assessment Handbook
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In mathematics, language structures include symbolic
representations, such as numbers, equations, two-column proofs (which can be
translated into words), graphic representation (which is shorthand language for
complex sets of data), and narrative (e.g., to describe or compare). If the language
function is to prove, then appropriate language structures include formal two-column
proofs as well as informal explanations that begin with a statement of the problem
and known information, followed by a series of statements such as “And then, I know
because ,” ending with what is to be proved.
syntax: The set of conventions for organizing symbols, words, and phrases together
(e.g., sentences, graphs, tables).
language supports: The s
resentations, and pedagogical strategies
teachers provide to help learners understand, use, and practice the concepts and
language they need to learn within disciplines (Santos, Darling-Hammond, Cheuk,
The language supports planned within the lessons in edTPA should directly
support learners to understand and use identified language demands (vocabulary
and/or symbols, language function, and discourse or syntax) to deepen content
aligned: Consistently address
ing the same/similar learning outcomes for students.
artifacts: Authentic work completed by you and your students including lesson plans,
copies of instructional and assessment materials, video clips of your teaching, and student
work samples. Artifacts are submitted as part of your evidence.
assessment (formal or informal): “[R]efer[s] to all those activities undertaken by teachers
and by their students
. . . that provide information to be used as feedback to modify the
teaching and learning activities”
for both students and teachers. Assessments provide
evidence of students’ prior knowledge, thinking, or learning in order to evaluate what
students understand and how they are thinking at a given point in time for the purpose of
promoting student learning. Informal assessments may include such things as student
questions and responses during instruction and teacher observations of students as they
work or perform. Formal assessments may include such things as quizzes, homework
assignments, journals, projects, and performance tasks.
assets (knowledge of students):
personal: Refers to speci
fic background information that students bring to the
learning environment. Students may bring interests, knowledge, mathematical
dispositions, everyday experiences, family backgrounds, and so on, which a teacher
can draw upon to support learning.
Quinn, H., Lee, O., & Valdés, G. (2012). Language demands and opportunities in relation to next generation science
standards for English language learners: What teachers need to know. Retrieved from
Zwiers, J. (2008). Building academic language: Essential practices for content classrooms. San Francisco, CA: Jossey-Bass.
Santos, M., Darling-Hammond, L., & Cheuk, T. (2012). Teacher development to support English language learners in the
context of common core state standards. Stanford University Understanding Language. Available at
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan,