edTPA Elementary Education Assessment

1
edTPA Elementary Education Assessment
Name of the student
Institution name
Part 1
1. Artifacts-Evidence to be submitted by candidate and students, including
lesson plans and copies of assessment materials
2. Commentaries-Written and submitted by candidate with each task analyzing
and examining teaching-making decisions
3. Discourse-Includes distinctive ways of structuring oral or written language
4. Language Demands-Ways academic language is used by students to
participate in learning tasks through reading, writing, listening, and/or
speaking.
5. Language Functions-The content and language focus of the learning task,
represented by the active verbs within the learning outcomes
6. Central Focus- Concepts that address components in the learning segment
Part 2
7. In Literacy Instruction Task 2, if a candidate creates a learning environment,
in which respect is given to students and in which students respect each
other as well, this candidate would earn a level 4. TRUE
8. To earn a level 3 for engaging students in learning tasks, these tasks must
address student understanding of BOTH the essential literacy strategy for
comprehending and composing text
1
FALSE
FALS

2
TRUE
9. Mrs. Meyer knows it is important to elicit student responses to support the
use of thr essential literacy strategy. Therefore, when one of Mrs. Meyer’s
students addressed the main idea of a text, she replied, “Yes, great job! That
is the main idea because that is what the text is mostly about. What would be
a supporting detail for that main idea?” This method of deepening student
learning should only earn her a level 2.
TRUE
10. A candidate proposes changes to his/her teaching practice in order to meet
the needs of all students, but does not make accurate connections to
evidence-based research. According to rubric 10, this candidate should earn
a level 3
TRUE
11. In Mathematics Task 4, the formative assessment should reflect the work of
the
12. When selecting focus student work samples, a candidate should be sure that
at least one of the students has specific _________________ needs.
13. When a candidate is describing his/her re-engagement lesson, his/her
description should include strategies and learning tasks, a targeted learning
goal, __________________ standards, representations, and assessments.
14. Evidence to summarize student learning should be demonstrated through a
__________ or narrative for the whole class.
Part 3
15. . Mr. Harper is teaching a writing lesson to a fourth grade class, which
focuses on including both a topic sentence and supporting details to make up
a well-written paragraph. While Mr. Harper is able to provide evidence from
this lesson of the students’ use of the language function and vocabulary, he
is unable to notice and provide evidence of other language demands. What
score would Mr. Harper most likely receive in terms of analyzing students’
language use and literacy learning? A. Level 1 B. Level 2 D.
Level 4 E. Level 5
16. . Ms. Johnson has designed a math lesson for her fifth graders, which puts an
emphasis on the language of mathematics and when to apply multiplication,
division, addition, or subtraction. Ms. Johnson knows that it is vital for
students to understand when and how to use these specific skills and makes
sure to identify errors and strengths in student understanding. With the
exception of a few students, the class is able to figure out when to apply each
skill to different word problems. Ms. Johnson even gives students an
2
FALS
false
C.
LEVEL