Here are just a few examples of recent designs from the Keep Calm-o-Matic creative community. The portfolio incorporates many of the strategies recommended in other PassedTPA training materials, such as 1) maximizing commentary page limits, 2) incorporating carefully authored lesson goals, 3) linking lesson objectives to academic language, 4) scripting lessons, and especially 5) deploying a pre- and postassessment model for analyzing student learning.
Two types of writing required for assembling a portfolio include descriptive and analytical. Descriptive writing is logical, well-ordered, with sufficient detail so the assessor comprehends the lesson plans, the students, and explanations supporting decisions about instruction. Education reformers have envisioned teacher performance assessment as an approach for improving teaching and learning since the 80s. It is unclear why edTPA handbooks obscure K-12 student outcomes, rather than stating them explicitly. Student teachers who fail edTPA may retake the assessment by submitting one task or the entire portfolio. The outlines for general and special education include these characteristics and are useful for planning lessons for Task 1.
Every subject requires three student work samples, except special education (which requires a final assessment, and some other assessment pieces). Generally, work samples are documents of some kind, such as paper-pencil assessments, though in some subject areas, video of student performance may be used as work sample evidence. Although most portfolios will include documents as work samples, the exact characteristics of the document may vary depending on subject area.
Digital images created with cameras may be copy-pasted into word processing software and saved as document files. Using the assessment as the work sample requires inclusion of items that generate quantitative-numerical and qualitative-descriptive information. The assessment should also be aligned with learning the targets in explicit ways, such as including words shown in targets as part of assessment items. The purpose of edTPA, according to handbook statements, is to measure novice readiness to teach.
Two types of writing frequently required for assembling a portfolio include descriptive and analytical. Descriptive writing should be logical, well-ordered, with sufficient detail so the assessor comprehends the lesson plans, the students, and explanations supporting decisions about instruction. Some general strategies to consider when responding to commentary prompts include 1) break down questions into their component parts, 2) maximize page limits by supporting claims with evidence and including one or more examples per prompt, and 3) note that writing prompts often correspond to rubrics, such as prompt 1 and rubric 1. Nevertheless, the definitions provided for informal and formal assessment are defined with examples. Some examples of formal assessment include assignments, quizzes, journal entries, projects, tests, lab reports, and so on. Generally, the requirements for edTPA include multiple informal assessments across lessons, assessment of students’ prior learning to begin the lesson sequence, assessment of student voice, and a formal assessment summarizing student learning of the lesson sequence.
Let’s summarize academic language, which is generally students writing or speaking to express understanding of subject matter.


About PassedTPAThe authors of edTPA indicate the assessment is designed to evaluate whether student teachers are ready for teaching. PassedTPA presents tips for assisting student teachers as they align their teaching to edTPA architecture with the purpose of enabling interns to efficiently manage portfolio assembly, and earn high scores. Some of the contents for PassedTPA posts are taken from California's PACT project, the precursor to edTPA.
Click through to see more designs, create your own, share designs and purchase customised products. Evidence for Task 1 includes lesson plans, the Context for Learning, and instructional materials.
However, use of a performance assessment for new teachers really gained momentum when legislators in California made it a requirement for licensure 1998. Nevertheless, some basic interpretations of instruction rubrics are shown in the table to help candidates as they plan lessons and assessments for edTPA. However, an analysis of one example1 for special education shows some general considerations for earning additional points. As mentioned, some subject areas permit video format work samples, such as physical education or special education. However, writing prompts for task three include elements that make use of the assessment an excellent option for the work sample. The best source of information about minutes and clips is the description for Task 2 in the handbook. However, since most of the portfolio consists of candidates’ written response to commentary prompts, it is also, to some degree, a measure of writing proficiency. However, also note that this correspondence is not perfectly true, since prompt 5 corresponds to rubric 5 and 2.
Informal assessments include questions posed by the teacher or teacher observations of students. In addition, the formal assessment should include an evaluation criteria, though brief assessment criteria could be presented for each assessment included in the portfolio. Another perspective is that edTPA assesses whether new teachers are able to align their activities with specific practices.
And, in special education, there are additional elements associated with the focus learner’s performance, including daily assessment record and baseline performance data.
You need not conceal student names in videos but may refer to students by their first names, and nearby adults by their preferred name. In other cases it will be a document with inserted photographs and captions, such as an artistic work for visual arts. For example, do not remove the middle 30 seconds of a 10 minute clip because a student is off-task for that part of the video. Practical methods for conducting observations for assessment include pair-share and think aloud, among others. It also consists of the language function, which is the way students are supposed to think as a result of engaging in the lesson sequence.


Although student teachers may choose various approaches for planning, instructing, and assessing as the building blocks of their edTPA portfolios, some strategies align more readily with the edTPA model. In 2008, PACT was transformed into edTPA and many states are currently developing policies for including this assessment, or one similar, for new teacher licensure.
Check the video and sound quality to ensure that the students and candidate are seen and heard on the video. Elementary literacy, elementary mathematics, and secondary mathematics may submit one clip up to 15 minutes, or two clips totaling up to 15 minutes. In addition, any type of prompt presented by the teacher to elicit student response may be labeled as an informal assessment. The language function is more practically identified as the verb found in the central focus.
The use of this website is at the user's sole risk and the user assumes full responsibility for any costs associated with use of the content found on this website. Although edTPA has numerous characteristics making it useful for training purposes, explicit statement of K-12 student outcomes is not one of them.
Alternatively, English language arts, performing arts, and secondary science submit two clips, totaling up to 20 minutes. The language demand is the method students use to express their understanding of subject matter. In addition, the owner of this website is not liable for any damages of any kind related to the use of this website or its content. For example, in order to identify outcomes for planning lessons for inclusion in an edTPA portfolio, candidates are best served searching rubrics for the instruction task.
And again, health education and visual arts may submit one clip up to 20 minutes or two clips totaling up to 20 minutes. Even then, some significant interpretation is required to make sense of vague phrases such as, integrate essential literacy strategy, or develop desired knowledge or skill.
Vocabulary consists of subject-specific or general words, while language supports are the steps the teacher takes to help students learn all of the above. Candidates may include a three minute clip showing student voice and a five minute clip showing academic language. Mentors do not need to leave, and in fact mentors are responsible for supervising candidates throughout internship. For example, a portfolio in visual arts may include one 20 minute clip showing instruction, another three minute clip of student voice, and another five minute clip of academic language, for a total of 28 minutes.




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