Always check your content area Handbook for specific requirements listed in the "Evidence Chart." We support the technical requirements by providing the following User Guides and general instructions.
You will need to submit your criteria for evaluation of the focus students. There is no template or specific guide for this, but it will need to be uploaded as one file. We support the technical requirements by providing the following User Guides.
Task 3: Assessment (all programs except Early Childhood & Special Education)
- Part A: Student Work Samples
- Part B: Evidence of Feedback
- Part C: Assessment Commentary
- Part D: Evaluation Criteria
- Evidence of Academic Language
Task 3: Early Childhood & Special Education Only
- See your Handbook "Evidence Chart" for instructions. All your Task 3 Assessment "Parts" are different.
All student work samples must be uploaded individually. Remove student(s) names, school or other identifying information before scanning (whiteout, dark marker). For scanning, inserting photos or other options for preparing student work samples, see User Guides at bottom of Task 1: Planning page. Write the following title on each work sample and also save the file with the following naming protocol:
- Elementary (3 focus students): Student 1 Literacy Work Sample, Student 2 Literacy Work Sample, Student 3 Literacy Work Sample
- ALL OTHER PROGRAMS (3 focus students): Student 1 Work Sample, Student 2 Work Sample, Student 3 Work Sample
If focus student work samples demonstrate use and understanding of Academic Language, then you will reference this work in the Part C: Assessment Commentary prompt and you do not need to submit additional evidence. If work samples do not specifically capture students' written use or understanding of Academic Language, then you will need to provide additional evidence.
Evidence of feedback can be combined with or written on Student Work Sample above, in which case no new documentation is needed here. If feedback is not written on work sample, you can submit one (1) file (doc, audio or video) with feedback for each student. Individual feedback files must be titled, Student 1 Feedback, Student 2 Feedback, or Student 3 Feedback.
Final versions of all Commentary submissions must be made on the downloadable template in your Taskstream edTPA Program. There will be specific prompts for your content area with brackets [ ] for you to type your response. By using the Taskstream template, you will automatically meet the layout requirements (Arial 11-point font type, single space and 1" margins on all sides). Once you download the Taskstream template, it functions like a Word doc, with spell check and other features. Therefore, you can write your drafts directly into this template.
Insert a copy of the chosen assessment, including directions/prompts provided to students. No more than 5 pages for the chosen assessment. Some examples are: paper and pencil test(s), quizzes, writing to a prompt, project(s), responses to oral questions, exit tickets, etc.
In one (1) file, combine the evaluation criteria for all your lessons, for example: rubric(s), scoring guide(s), answer key(s), checklist(s), other. Sub-titles must divide the sections in a single submission: Lesson 1 Evaluation Criteria, Lesson 2 Evaluation Criteria, etc.
Writing or Verbal Options:
1) Writing: Design one of the student assessments (in Planning Task 1: Part D) so that it prompts students to demonstrate their understanding and use of the academic language words (as described in one of your objectives for the unit).
In this case, you will be referencing your focus students’ work samples (submitted in Task 3: Part A) for the edTPA Commentary prompt about academic language use (Assessment Task 3: Part C). Therefore, you will not need to submit any additional documentation later in the portfolio.
2) Verbal: Design a question during your unit that prompts students to demonstrate their understanding and use of the academic language words verbally (as described in one of your objectives for the unit). This option must be submitted as a video (no more than 5 minutes).
Video Options for verbal/conversation evidence of academic language:
- Video tape whole class lesson (academic language prompt is part of full class lesson)
- Video tape whole class lesson (academic language prompt is for pairs, for example Turn & Talk, Think-Pair-Share)
- Videotape small groups, pairs or individual student conferences
To best capture academic language dialog or to assist you in writing a transcript (no more than 2 pages) of the conversation if the audio cannot be heard in the videotape:
- Take “Academic Language” notes (see details below) OR
- While videotaping remains focused on class or in stationary position, use your Smartphone or tablet app to audiotape the exact dialog of pairs, small groups, full-class discussion or individual conferences as students respond to prompt for academic language (i.e. VoiceMemo, AudioMemo, other) OR
- Move camera close to conversation.
The edTPA requirement demonstrating evidence of academic language can only be met by the Student Work Samples (assessment of academic language) OR by submitting a video with an optional transcript and writing about these submissions in your Task 3: Assessment Commentary.
Academic Language Notes: To prepare for capturing academic language verbally, create a checklist or table of academic language words and listen carefully to conversations. Check off “word(s)” used, write student(s) name and take quick notes of what student(s) said. Return to notes and video recording after class to complete transcript if necessary. If prompt is for pairs or small group, circulate to 1 – 3 students and check off “word(s)” used, write student name and take quick notes of what student said. Return to notes and video recording after class to complete transcript.
For data and potential added value in your commentary, keep a record of how often student uses or describes understanding of “word.” Do not use student names in transcript for final edTPA submission.
|Words||Student||Student said, “____”
|Option: Number of times word used. Might be good reference in commentary|
Last modified: Aug 29, 2013