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Use concrete examples from the video clip(s) and/or student work samples as evidence.
a. Explain and provide concrete examples

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a. describe next steps for instruction
b. Explain how these next steps follow from your analysis of student learning.
c. Support your explanation with principles from research and/or theory.

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-analyze evidence of student learning related to the essential literacy strategy and related skills.
-demonstrate patterns of learning consistent with the summary.
-demonstrate the connections between quantitative and qualitative patterns of learning for individuals or groups.

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-provide feedback to focus students
-address both strengths AND needs related to the learning objectives.
-provide a strategy to address an individual learning need
-make connections to prior learning or experience to improve learning.

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We believe that this sample would have scored a Proficient. This student sample.

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For rubric one, they received the emerging performance category. This person focused on what the students did well, as well as what they could work on. However, it is not specific at all. Additionally, there is no standard or clear target listed, making her entire paper based on an unsaid clear target or standard.

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For rubric two, they received the proficient performance category. While their feedback is addressed, there is no way for us to know what the learning objectives are since it was never stated in the exemplar. The feedback addressed strengths and needs.

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For rubric three, they received the proficient performance category. The Candidate describes how the focus students will understand and use the feedback, but does not relate it back to the standard.

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For rubric four, the student received the proficient performance category. They briefly mentioned the language function as well as vocabulary, but they did not relate it back to the learning target or standard.

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For rubric five, the student received the proficient performance category. The candidate provided general support but did not provide a way to check back on those students to make sure the feedback was applied. Additionally, there was no theoretical support.

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EdTPA Handbook/ Making Good Choices

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Task 3 Graphic Organizer

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Task 3 Rubrics

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Student Tracking Sheet

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Task 3 Help Documents with work Samples

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Task 3 Directions

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Describe students understandings and struggles citing specific evidence

Learning trends related to individual or group understandings/ misconceptions

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Specific feedback addresses strengths and needs

At least one focus student receives feedback to address a specific learning need or feedback to connect to previous learning.

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Plan and support focus students understanding and use of feedback

Addresses strengths and/or weaknesses identified for one or more focus students.

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Explains and provides the language function, vocabulary, and syntax or discourse

Explains and provides evidence for students with varied needs

Language use clearly supports content understandings

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Strategic support for individuals and/or groups related  to subject-specific knowledge

Next steps and grounded in research/ theory

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-support focus students to understand and use the feedback to guide their further learning
-understand and use feedback on their strengths OR weaknesses related to the learning objectives.
-Describe how s/he will support focus students to understand and use feedback on their strengths AND weaknesses related to the learning objectives.

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We believe that this sample would have scored an Advance level.

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For rubric one, they received the Proficient Performance category.For rubric one, they used the AKS standard, rather than the state standards. They did, however, focus on what the students did right and wrong. Additionally, they didn't included differences in the whole class learning.

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For rubric one, they received the advanced performance category. Their feedback is specific, and addressed strengths and weaknesses.

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For rubric 3, they received the advanced performance category. They described how they will support focus students and used their strengths and weaknesses to place them in their help areas, and well as their strength areas. They have a clear description of how they will understand and use feedback as well.

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For rubric 4 they received the advanced performance category.The candidate explains and provides evidence of the language function, vocabulary, as well as language demands.

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For rubric five, they received the advanced performance category. The candidate had a strategic support plan for her focal students to improve their learning in essential literacy, as well as related skills.