Let's talk about feedback for Task 3.

Let's talk about Rubric 12 (WL is Rubric 11). The evidence the scorer will use to evaluate the quality of the feedback that you give students will come from the actual samples of feedback.

FAQ: What feedback???
In Task 3, you must give feedback to your focus students on the assessment that you analyze for Task 3. (Read here to learn about choosing that assessment.)
This will be the feedback that you give to your students about their work samples.
Exceptions: In addition to the feedback on the work sample, SPED will also be giving feedback during their lessons that they record for Task 2. The other exception is Physical Education. The PE handbook has many different requirements for feedback. PE candidates should closely follow their handbooks.

The URLP tells us that the primary source of evidence is the actual feedback. What you write in Prompt 2a and 2b simply helps the scorer understand the context of your feedback and it gives you an opportunity to point out specific qualities of your feedback to the scorer.

WHAT IS FEEDBACK?

Feedback is the true and clear communication to a student about their work and their progress towards objectives

These things are NOT feedback:

Marking a paper with grades, scores, checks, x's, your corrective notes, smiley faces, emojis, .or praise - these are NOT feedback
A completed checklist or rubric is not considered feedback. (Read about Evaluation Criteria here.)

While marking a paper with checks, X's, grades, or praise may be a part of your grading process, edTPA does not evaluate how you grade. Instead, they evaluate you on how well you give feedback. In other words, feedback is true and clear communication to the student about their work and their progress towards objectives.

Checklists and completed rubrics may supplement your feedback file but they are not considered feedback by themselves. If you have Early Childhood or a primary student, a rubric is not developmentally appropriate as feedback. Instead, a rubric is a teacher tool for evaluating the children's work and guiding your feedback. For upper elementary, middle, and secondary, you could put the completed rubric with your feedback comments but it still wouldn't be considered feedback.

Your feedback must have comments on:

what specifically your student did well,

what specifically your student had trouble with,
suggestions/strategies for improvement.

Your feedback will be written or oral. You will be permitted to submit either a document file or an audio or video file. Click here to listen to an example of oral feedback.

Above all your feedback must be related to the objectives! It doesn't matter if their handwriting is great if they wrote the wrong thing.

Main points:
You will submit the feedback samples. This will be the feedback that you gave to each of the focus students about their work.
Grades, scores, x's, check marks, smileys, and praise are NOT feedback.
A rubric or checklist does not count as feedback by itself.
You may put a completed rubric or checklist along with your feedback comments but it will be the comments that matter, not the rubric.
Your comments should be about how the student performed the objective(s).
Your comments should include what the student did well, what they struggled with, and a suggestion for improvement.

Samples of Feedback

An example is worth a million words, am I right???

Freebies from Mamaw

Would you like to have a template that will help you make something like this?
If so, click here, and download this for free.

Do you wish you had Mamaw coaching you through Task 3, step by step?

Try the Ultimate Guide to Task 3. Watch the demonstration below.

Rubric 12 is the easiest rubric to make a 4 or 5 on.

It is my personal opinion that rubric 12 is the easiest rubric to score well on and you have a clear path to a five on this rubric if you do these things:

Create a separate feedback file instead of writing the feedback on the student work. Even if you wrote comments and grades on your students' work, go back and create a good solid feedback file.
Make sure your feedback is tied to the objectives.
Make sure you say three things:

What the student did well.
What the student needs improvement on.
Suggestions for improvement or greater challenge.

If you're in upper Elementary grades where the students can read, then you can give them a Glow and Grow feedback document. (Google it!)

If you're in Secondary or Middle grades, you probably won't want to say "Glow and Grow" because that is offensive to adolescents. Instead, just write or type out their strengths, needs, and suggestions. Be sure to check out the samples that I have linked above.

Don't blow your chance for a five.

If you are in Pre-K, Kindergarten (or maybe first or second grade)...

You will make a big mistake if you don't record your feedback. If you give written feedback to a student that cannot read that feedback independently, then that is developmentally inappropriate and that is an automatic one. It can get you an automatic one on Rubric 12 (which is such a wasted opportunity). Be smart! Video record yourself giving this feedback to those cute little varmints. The scorer will love it! Can't do that? Well, you have a phone, right? Get out your phone and turn on your voice recording app and record the feedback!!!

Your feedback must be about how well the students performed on the objectives. Even if you know for certain that the student didn't well because he didn't try, DO NOT SAY THAT. You aren't analyzing his effort.

Important things to remember:

You may write feedback on student work samples instead of making separate feedback files. But why not do both? The handwritten feedback on papers is often harder for scorers to read and often there's not enough space to do a good job. I always highly recommend making separate feedback files even if you have written on their papers also.

Comments may be written but if your students cannot independently read your feedback then you MUST RECORD YOURSELF GIVING THE FEEDBACK. It literally can be a voice recording of just you telling the student what they need to do. And, guess what? The student doesn't have to be present when you record your feedback. Think about it: would they be present when you wrote the feedback, if that was the route you could take? If you are teaching a primary grade, kindergarten or pre-k, please see the section below where I talk more about this.

Submitting Feedback

You will submit three feedback files, one for each focus student. (For Early Childhood, this number is two. For SPED, this number is one.)
You can submit document files or video files or audio files.
There is no page limit on written feedback.
If you record your feedback on an audio or video file, then you have a 3 minute limit.
Don't forget that the student does not need to be present when you record the feedback. Think of it as something that you are going to play for them later.
Label these files: Task 3 Part B Student 1 Feedback; Task 3 Part B Student 2 Feedback; Task 3 Part B Student 3 Feedback.

For more on this topic, view this!

Once you have given the students feedback, you'll be ready to write prompt 2 in Task 3. Here's some guidance.

This video has some important information about choosing focus students.

You can do this! I can help!

Don't let edTPA Stand in your way! Mamaw Yates

P.S. Hey! Have you joined my private Facebook group? Join me at edTPA with Mamaw Yates where I am there, EVERY DAY, answering your questions! Did you know that if you spend at least $35 in my store that you can join the edTPA First Class Lounge? In this group, I have weekly Free Q&A Sessions!

All About the Feedback in Task 3