edTPA (Educative Teacher Performance Assessment) Task 3: Assessing Student Learning Syllabus

Task 3: Assessing Student Learning syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Task 3: Assessing Student Learning in edTPA (Educative Teacher Performance Assessment), not a summary of it.

1. 1

   Selecting and Analyzing the Assessment

   3 topics

   • Choosing the Assessment to Analyze
     • Aligning to the learning segment objectives
     • Whole-class assessment evidence
   • Defining Evaluation Criteria
     • Rubrics, scoring guides, and answer keys
     • Criteria aligned to learning objectives
   • Documenting Student Work
     • Selecting focus students
     • Collecting representative samples
2. 2

   Analyzing Student Learning

   3 topics

   • Patterns of Learning Across the Class
     • Quantitative and qualitative analysis
     • Summarizing whole-class performance
   • Analyzing Individual Student Work
     • Consistencies and inconsistencies in learning
     • Errors, misconceptions, and partial understandings
   • Connecting Analysis to the Central Focus
     • Evidence of conceptual and skill development
3. 3

   Providing Feedback to Guide Learning

   3 topics

   • Quality and Specificity of Feedback
     • Addressing strengths and needs
     • Actionable, student-friendly feedback
   • Documenting Feedback to Focus Students
     • Written, audio, or video feedback evidence
   • Supporting Students to Use Feedback
     • Opportunities to apply feedback
     • Tracking understanding of feedback
4. 4

   Using Assessment to Inform Instruction

   3 topics

   • Identifying Next Steps
     • Re-teaching and targeted support
     • Differentiated next steps for individuals and groups
   • Justifying Next Steps with Research
     • Connecting next steps to learning theory
   • Assessment Rubrics
     • Rubric 11: Analysis of Student Learning
     • Rubric 12: Providing Feedback to Guide Learning
     • Rubric 13: Student Use of Feedback
     • Rubric 14: Analyzing Students' Language Use
     • Rubric 15: Using Assessment to Inform Instruction

Task 3: Assessing Student Learning flashcards for edTPA (Educative Teacher Performance Assessment)

20 of 51 cards from the Task 3: Assessing Student Learning deck — real questions with worked answers.

1. In edTPA, what is the focus of Task 3 (Assessing Student Learning)?

   Analyzing evidence of student learning from one assessment to evaluate what students understood, identify patterns and individual learning, provide feedback, and determine next steps for instruction.

2. Which scoring rubrics (by number) make up edTPA Task 3?

   Rubrics 11 through 15: (11) Analysis of Student Learning, (12) Providing Feedback to Guide Learning, (13) Student Use of Feedback, (14) Analyzing Students' Language Use, and (15) Using Assessment to Inform Instruction.

3. When choosing the assessment to analyze in Task 3, what key requirement must it meet?

   It must allow students to demonstrate progress toward the learning objectives and central focus of the learning segment, and it must align with the standards/objectives taught.

4. What are the three artifacts/components a candidate submits as evidence for edTPA Task 3?

   (1) Student work samples, (2) evaluation criteria (e.g., a rubric or scoring guide), and (3) evidence of feedback to the focus students, plus the Assessment Commentary.

5. How many focus students must a candidate select and analyze in depth for Task 3?

   Typically three focus students, at least one of whom has specific learning needs (e.g., an IEP, 504 plan, English language learner, struggling, or gifted).

6. What are 'evaluation criteria' in edTPA Task 3?

   The specific dimensions, features, or standards used to judge or assess student work, defining what counts as evidence of learning (often expressed as a rubric, checklist, or scoring guide).

7. What is the relationship that evaluation criteria must have to the learning objectives?

   The evaluation criteria must be aligned with the learning objectives and standards being measured, so that the assessment actually evaluates the intended learning.

8. What is meant by 'documenting student work' in Task 3?

   Collecting and submitting authentic student work samples (with the candidate's analysis applied to them) that show evidence of the focus students' learning relative to the evaluation criteria.

9. In Task 3, what is a 'pattern of learning' across the whole class?

   A consistency or trend in how the class as a whole performed on the assessment, including both what students understood (quantitative/qualitative) and partial understandings, errors, or misconceptions.

10. What are the two types of evidence a candidate should describe when analyzing whole-class learning patterns?

    Quantitative evidence (e.g., how many students met each criterion) and qualitative evidence (e.g., the nature of student understandings, partial understandings, and misunderstandings).

11. Why must a candidate analyze patterns of learning rather than just report scores?

    Because Rubric 11 requires interpreting what the evidence reveals about student understanding and skill, not merely tabulating right/wrong answers.

12. What does 'analyzing individual student work' require in Task 3?

    Examining each focus student's specific work to identify their individual strengths and needs relative to the evaluation criteria, supporting claims with direct evidence from the work sample.

13. What is the 'central focus' that analysis must connect to in Task 3?

    The central focus is the overarching purpose/big idea of the learning segment (the important understanding and related skills students develop); Task 3 analysis must show how assessment evidence relates to it.

14. On Rubric 11, what distinguishes a higher-scoring analysis of student learning?

    The analysis is consistent with and supported by specific evidence from work samples, addresses the central focus, and accounts for patterns of learning for individuals AND groups, including those with specific needs.

15. What are the characteristics of high-quality feedback in edTPA Task 3?

    Feedback that is specific, accurate, addresses the focus students' individual strengths and needs, and relates to the learning objectives/central focus.

16. Define 'specificity of feedback' as assessed in Rubric 12.

    The degree to which feedback identifies particular strengths and specific areas needing improvement in the student's work, rather than being general praise or vague correction.

17. In Task 3, in what forms may feedback to focus students be documented?

    Written comments on work samples, a separate written document, an audio file, or a video clip of oral feedback given to the focus students.

18. On Rubric 12 (Providing Feedback), what is required beyond simply giving feedback?

    Feedback must address the focus students' individual strengths and needs related to the learning objectives, and at higher levels connect to research/theory and target the central focus.

19. What does Rubric 13 (Student Use of Feedback) evaluate?

    How the candidate supports focus students to understand and use the feedback to deepen their learning—i.e., the opportunities provided for students to apply, respond to, or act on feedback.

20. Give an example of 'supporting students to use feedback' for Task 3.

    Providing time to revise work, having students explain or apply the feedback, prompting self-assessment, or describing how upcoming instruction will let students act on the feedback.

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