Task 3: Assessing Student Learning

Think about...

• Gathering evidence and making sense of student learning

• Proving meaningful feedback to students

• Using evidence of what students know and are able to do to plan next steps in instruction

• Identifying evidence of and explaining how students' use of language demonstrates the understanding of the content

Task 3:

• Select ONE assessment from your learning segment you will use to evaluate your students' developing knowledge and skills. This assessment should be an assessment that you included in Part D of Task 1 and is used for the whole class.

• Define and submit evaluation criteria (rubrics, checklist, etc.)

• Collect and analyze student work - qualitative and quantitative patterns of learning for the within and across learners in the class

  • Quantitative = numbers (how many? how much?) - I recommend using charts, tables, graphs, to share this data

  • Qualitative = Interpretation-based, description language - helps us understand the why or how behind the numbers.

• Select three student samples - these will be your FOCUS students, and ONE must have a specific learning need (IEP, 504 Plan, ELL, struggling reader/writer, underperforming student). These students should represent the patterns of learning that you identified in your analysis above. 

• Document the feedback -this can be directly on the work sample, via audio or video - read specific requirements for this!

• Respond to the Assessment Commentary prompts AFTER analyzing students' work from the selected assessment

• You will submit the assessment with directions/prompts that are provided to students at the end of the Commentary (no more than five pages)

• Provide evidence of students' understanding and use of target academic language function and other language demands - this can be video clips and/or student work samples (videos should be no longer than 5 minutes in length). This is why it is important to record students using the target academic language and other language demands in Task 2.

• Your Commentary should be no longer than ten pages in length, including prompts 

*Refer to the specific guideline for your subject under "What Do I Need to Write?" in your edTPA Handbook

*Refer to rubrics 11-15 as you complete Task 3, URLP, and Making Good Choices, p. 27-33

Prompt 1 (Rubric 11)

Find learning patterns based on the quantatative evidence in your graphs and the qualitative evidence of your work samples. Describe trends, using evidence from the graphs and work samples to justify your claims. Most of the evidence comes from 1c where you are asked to analyze the whole class with work samples and class summary.

Task 3, Prompt 1 Example

Prompt 2a-b (Rubric 12)

The primary evidence is your feedback. Make sure to address strengths, needs, strategies for improvement. Be sure feedback is related to the evaluation criteria. 

Prompt 2c (Rubric 13)

This is no longer about your feedback, but how you will support students in understanding and using the feedback. Refer to the students' strengths and needs.

Task 3, Prompt 2c Example

Prompt 3 (Rubric 14)

Your evidence of language use can be video, audio, or work samples. You must explain how students used the identified language and describe an example of that use from the artifact. Include how evidence of student language use demonstrates growth and/or struggles in developing content understandings.

Prompt 4 (Rubric 15)

From your analysis, what are your next steps for instruction? Let the learning patterns you identified in Prompt 1 be your guide. They need to be specific and tied to your subject-specific emphasis.

Make strong connections to your learning patterns, objectives, subject-specific emphasis, and unique learners.

Task 3, Prompt 5 Example