How to Provide Evidence of Student Learning in an EdTPA Project

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In an EdTPA Education Capstone Project, providing clear and measurable evidence of student learning is essential for demonstrating that your instruction effectively supported students in meeting learning objectives. Evidence must be collected throughout the lesson, analyzed, and presented in a manner that is both objective and reflective of the learning process.

1.1 Types of Evidence

To show evidence of student learning, it is important to collect both formative and summative assessments during the lesson:

  • Formative assessments: These occur during the lesson and allow you to gauge student progress in real-time. Examples include quizzes, exit tickets, class discussions, individual or group work, and questioning techniques. These assessments give insight into how well students are grasping the content and whether any adjustments are needed.
  • Summative assessments: These assessments are typically conducted at the end of the lesson or unit to evaluate overall student learning. Examples include tests, essays, presentations, or projects. These assessments should directly align with the learning objectives and demonstrate whether students have mastered the content.

1.2 Gathering Student Work Samples

Collect student work samples as part of your evidence. These samples provide concrete data showing the application of the lesson objectives. This could include:

  • Written work: Such as worksheets, assignments, or reflection essays that show how well students understand the material.
  • Projects or presentations: For lessons that involve project-based learning, gathering student presentations or completed projects serves as strong evidence.
  • Observations and notes: Documenting student behavior, participation, or group interactions during the lesson can also be valuable. Make sure to provide specific examples of how students demonstrated learning during the lesson.

1.3 Reflective Analysis of Student Learning

You must also provide reflective commentary on how the collected evidence demonstrates student learning. This involves:

  • Analyzing the patterns or trends in student performance. For example, did students perform well on the summative assessment? Were there certain areas where they struggled?
  • Explaining adjustments: How did you adjust your instruction based on formative assessments during the lesson to support students who were struggling?
  • Connecting your instructional strategies to the student work, explaining how they led to successful learning outcomes.

1.4 Providing Feedback

Finally, feedback to students is an essential part of evidence collection. Ensure that feedback is:

  • Timely and specific: Describe how you provided feedback on assignments or activities.
  • Actionable: Focus on areas where students can improve and how they can continue to develop their understanding.

Published by Lisa