Providing Clear Criteria for Student Assessments in EdTPA

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Providing clear criteria for student assessments is a central component of the EdTPA Education Capstone Project. Clear criteria ensure students understand exactly what is expected of them, helping them focus on key learning outcomes and improving their performance.

2.1 Define the Purpose of the Assessment

When designing assessments for your EdTPA project, it’s important to clearly explain the purpose of the assessment to students. Whether it’s a quiz, project, or group activity, students should know:

  • What skills or knowledge they are expected to demonstrate.
  • How the assessment aligns with the learning objectives of the lesson.

For example, if you’re assessing writing skills, the criteria might focus on the structure of the writing, clarity of arguments, and use of evidence to support claims.

2.2 Create Rubrics with Specific, Observable Criteria

The key to clear criteria is specificity. Avoid vague terms like “good” or “understanding” and instead provide concrete and observable behaviors. For example, instead of saying “Student shows understanding of the topic,” use “Student provides three relevant examples from the text to support their argument.”

When writing rubrics for your assessments, ensure the following:

  • Criteria are measurable: Students should know exactly how their performance will be evaluated. Use phrases like “accurately explains,” “correctly identifies,” or “effectively applies.”
  • Levels of performance: Include detailed descriptions for each level of performance. This helps students understand how to achieve a higher level and what they need to work on to improve.

2.3 Align Assessments with Student Needs

Consider the diverse needs of your students when designing assessments. Provide differentiated criteria that accommodate various learning styles, language needs, and abilities. For example:

  • For English Language Learners (ELL), include criteria that emphasize language support and clear communication rather than advanced vocabulary.
  • For students with special needs, adjust the criteria to allow them to demonstrate learning at their own pace.

2.4 Provide Exemplars and Model Responses

Provide exemplars or model responses to show students what a high-quality submission looks like. Walk students through the criteria in the rubric using these examples so they can see exactly how the standards are applied. This helps demystify the evaluation process and sets clear expectations.

2.5 Feedback Aligned with Criteria

When giving feedback, make sure to link it directly to the rubric criteria. Use specific language that references the rubric and guides students toward improvement. For example, “You did well in organizing your argument, but your use of evidence in the second paragraph could be strengthened by including a direct quote from the text.”

Published by Lisa