FAQs for edTPA

edTPA Overview

Task 1

  • Read through the entire edTPA handbook and all of the support materials for Elementary Education before you start working on your edTPA, including any materials you may have been given.  (Go to page 3 in your Making Good Decisions packet for specific information.)

  • Each edTPA task has 5 rubrics5 and each rubric has 5 levels of scoring. As you work on responding to the commentary prompts, refer to the associated rubrics and read them again before and during your writing process. The Understanding Rubric Level Progressions (URLP) provides you with a detailed  description of the differences in rubric levels and provides specific examples of what evidence might look like for each level. (Go to page 8 in your Making Good Decisions packet for specific information.)

  • Please review page 9 in your Making Good Decisions packet.

Task 2

Task 3

  • You will select ONE assessment aligned with the central focus and one or more of the stated learning objectives that was given to the whole class during your learning segment. You will analyze the work of all of the students in the class and you will select three student work samples for more detailed analysis and discussion using the ONE assessment. The work sample must be the actual student work analyzed. Checklists and rubrics may also be submitted, but only if they are accompanied by the work samples that were analyzed using these assessment tools. (Go to page 34 in your Making Good Choices packet for specific information.)

  • Your evaluative criteria should make clear to you and your students the features qualities of the students' work that will be assessed. Your evaluation criteria should align with the objectives of the learning segment, measure the outcomes of your learning segment as related to the central focus, and address the elements of the subject-specific emphasis as defined in your edTPA handbook. Your handbook glossary also provides a definition of evaluation criteria. (Go to page 35 in your Making Good Choices packet for specific information.)

  • After analyzing the whole class data, review the patterns of learning you found. Choose three work samples from focus students that illustrate identified patterns from your analysis. At least one of the student work samples must be from a focus student with a significant learning need. (Go to page 35 in your Making Good Choices packet for specific information.)

Task 4

  • Task 4 can be completed in the same classroom as the Literary Tasks OR can be completed in a different classroom or fieldwork setting. Be sure to read the handbook for elaborated directions on completing Task 4

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