edTPA (Educative Teacher Performance Assessment) Task 1: Planning for Instruction and Assessment Flashcards

24 sample cards from the Task 1: Planning for Instruction and Assessment deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What is an 'asset-based' approach to planning in edTPA?

   Planning that draws on and builds from students' existing knowledge, cultural/community resources, and strengths rather than focusing on deficits.

2. What is the difference between 'prior academic learning' and 'personal/cultural/community assets'?

   Prior academic learning is students' existing content knowledge and prerequisite academic skills; personal/cultural/community assets are non-academic resources from students' identities and lives that can support learning.

3. What document do candidates write to explain and justify their Task 1 plans?

   The Planning Commentary, which responds to set prompts about central focus, knowledge of students, supporting learning, academic language, and assessment.

4. What are the main prompt areas of the Task 1 Planning Commentary?

   Central focus, knowledge of students to inform teaching, supporting students' learning, supporting students' use of academic language, and monitoring student learning (assessment).

5. What does edTPA Rubric 1 assess?

   Planning for Content Understandings—how the candidate's plans build connections among facts, concepts, and the discipline's inquiry/skills toward the central focus.

6. What is the key distinction at the high-score (4-5) level of Rubric 1?

   Plans build clear, meaningful connections between concepts/skills and the disciplinary thinking (e.g., reasoning, analysis), not just isolated facts or procedures.

7. What does edTPA Rubric 2 assess?

   Planning to Support Varied Student Learning Needs—how planned supports are tied to learning objectives and the central focus for the whole class and individuals/groups with specific needs.

8. What separates a passing from a high score on Rubric 2?

   Higher scores show supports tied to research/theory and targeted to specific individuals or groups (not just generic whole-class supports).

9. What does edTPA Rubric 3 assess?

   Using Knowledge of Students to Inform Teaching and Learning—how plans draw on students' prior academic learning AND personal/cultural/community assets.

10. What is required for a top score on Rubric 3?

    Plans use both prior academic learning and personal/cultural/community assets, with explicit, justified connections to support new learning.

11. What does edTPA Rubric 4 assess?

    Identifying and Supporting Language Demands—how the candidate identifies the language demand (function plus vocabulary, syntax, and/or discourse) and plans supports for it.

12. For a higher score on Rubric 4, beyond the language function and vocabulary, what must be addressed?

    At least one additional language demand—syntax and/or discourse—with planned, targeted supports connected to the learning task.

13. What does edTPA Rubric 5 assess?

    Planning Assessments to Monitor and Support Student Learning—how planned formal/informal assessments provide evidence of learning toward the objectives for all students.

14. What is required for a top score on Rubric 5?

    Planned assessments are strategically designed (including adaptations) to monitor learning for the whole class and specific individuals/groups, aligned to objectives and the central focus.

15. How many rubrics are scored in edTPA Task 1?

    Five rubrics (Rubrics 1-5).

16. On what scale is each edTPA rubric scored?

    A 5-point scale, where 1 is the lowest and 5 the highest; a score of 3 generally represents readiness to teach.

17. What three artifact types are submitted for Task 1?

    Context for Learning Information, lesson plans (and instructional materials/assessments) for the learning segment, and the Planning Commentary.

18. Why must the central focus go beyond a single fact or skill?

    It must support a meaningful, connected understanding of content—linking concepts, skills, and the discipline's ways of thinking—so lessons cohere rather than teach isolated items.

19. What is 'vertical alignment' of standards and how does it aid sequencing?

    Vertical alignment connects what students learned before and will learn after a grade/segment; using it helps a candidate sequence lessons that build on prerequisites toward future learning.

20. When selecting instructional strategies, what student information should drive the choice?

    Students' prior academic learning, developmental levels, language needs, interests/assets, and specific needs—so strategies match the actual learners.

21. What is the purpose of identifying prerequisite skills during planning?

    To ensure lessons build on what students already know/can do and to plan supports for gaps before introducing new content.

22. How should informal assessments connect to instruction during the segment?

    They should be embedded at key points to check understanding so the teacher can adjust pacing, re-teach, or provide targeted support in real time.

23. What is a 'learning task' in edTPA terminology?

    The activities, discussions, and assignments through which students engage with content to meet the objectives and use academic language.

24. Why must assessment adaptations be planned for students with specific needs?

    So those students can access the assessment and accurately demonstrate their learning, ensuring valid evidence of progress for all learners (a Rubric 5 expectation).

What this deck covers

Task 1: Planning for Instruction and Assessment flashcards FAQ