The PE handbook is different from other handbooks for Task 3.
The PE handbook has Task 3 requirements that differ greatly from the other handbooks. If you are in a cohort with people using different handbooks, be aware of these differences:
You will choose your focus students before you record. The only three handbooks that require you to know who your focus students are when you record for Task Two are PE, Early Childhood, and SPED.
You will have 2-3 assessments for Task 3 to analyze. All of the other handbooks ask that one assessment to be chosen.
You are required to have SIX work sample files for Task 3 Part A. Almost everyone else only has 3 (except for SPED and Early Childhood).
You may submit up to 8 files for Task 3 Part B. All other handbooks, except SPED, allow for only 4 files for Part B. (More about this when we discuss your feedback files.)
You are allowed to submit additional written evidence for evidence of Language Use.
Steps for Completing Task 3 with the PE Handbook
Before you record, select your focus students. These students need to be recorded while performing an assessment of the psychomotor skills that you have identified for this learning segment. When you decide on your focus students, choose:
one who usually learns psychomotor skills quickly or well,
one that has average abilities when compared to others in the class,
and one that struggles more than their peers in learning new psychomotor skills.
California requests that one of those three students also be an ESL. If you do not have an ESL student, just choose one that struggles a bit more than the others with communication or language in general. (The fact is that while this is something California wants you to do, they don't have anything in place to catch you out on it. I talk about this here.)
Select 2–3 assessments from the learning segment that you will use to evaluate the psychomotor domain and at least one other domain (cognitive and/or affective). The three assessments are:
a whole class assessment of the psychomotor skills and
a whole class assessment of the cognitive domain and/or
a whole class assessment of the affective domain.
The assessments should
be the same for all 3 focus students and
reflect the work of individuals, not groups, even if the psychomotor activity is a group activity.
Reminder: During the psychomotor assessment, you need video recordings of your three focus students and you will need to use a checklist to make record of the performance of the whole class.
In order to collect the evidence of students' performance on psychomotor skills, you will need to have a checklist or rubric prepared in advance so that you can keep up with the progress of all the students. You will need to be sure to collect video evidence of your focus students while also collecting this evidence. Because you only have two hands, this is challenging, making it important to plan ahead. You cannot pull the focus students aside for this assessment. (see Condition Code G11)
Additionally, you will want to follow these rules to avoid condition code G-15.
If you have a big class of over 30 students then you may select a sample of 25 students to collect the psychomotor evidence on. This includes the 3 focus students.
If you have 30 students or fewer, then the assessments must be completed by the whole class.
Define and create evaluation criteria - This gets back to the checklist or rubric that I mentioned earlier. You need some sort of rating system, checklist, or rubric that helps you describe the criteria needed to evaluate the psychomotor skills. You will also need a description, key, checklist, or rubric for the cognitive or affective domain assessments. A blank copy will be submitted as Task 3 Part D: Evaluation Criteria.
Give the assessment and analyze whole class results. Using the criteria that you create (step 3), evaluate the work of all of the class. Look for learning patterns or trends. For example, did they struggle more with a particular movement? Was there something that they all did pretty well on? At this point, you will also need to consider how you will graphically display whole class results once you begin writing your Assessment Commentary.
Collect work samples for each focus student - In Step 1, you came up with assessments for the psychomotor domain and for one other domain. Once you've given these assessments, you need to collect work samples. For each of the three focus students, you will submit one video file of the psychomotor skill (no more than 5 minutes) and one written work sample of the cognitive and/or affective domain. That's 2 work sample files for each of the three students, totaling 6 files that you will submit. Therefore, in Task 3 Part A, you will submit:
3 Video files: You need one video recording for each focus student. This video can contain various clips that have been pieced together (this is directly opposite of what is done for Task 2 videos). This means that if you have several scenes of, for example, of focus student 1 that you'd like to show then you can splice them altogether as long as you do not exceed 5 minutes. Even if you submit the same video for each focus student (for example, you recorded all three of them at one time) then you will still submit that same video three times. There must be 3 video clips. Suggestion for naming the files: Task 3 Part A Video FS1, Task 3 Part A Video FS2, and Task 3 Part A Video FS3. In prompt 1e of the commentary, you will describe how the scorer can recognize the focus student. This will be necessary because you must record the focus student during a whole group activity (see condition code G11 posted above).
3 Document files: For each focus student you will create a document file that contains the completed checklist or rubric that shows how they performed on the psychomotor assessment AND the written work that was submitted for the cognitive/affective assessment. Here's an example of what I'm talking about. If you have a written work sample for both the cognitive and affective domains, they will both go onto this same document file as the completed checklist/rubric. Suggested names for these files: Task 3 Part A Written FS1, Task 3 Part A Written FS2, Task 3, and Task 3 Part A Written FS3.
Feedback files: You need to submit a feedback file for each of the focus students. This feedback should be about their psychomotor assessment. It needs to be ACTUAL feedback and not just a description of your feedback. You may submit evidence of feedback in a written, video, or audio format. If you have older students, you might decide just to write out or type out written feedback. If you have younger students who cannot read, you could audio or video record yourself giving them feedback. I highly recommend reading this blog about giving feedback.
You can also submit written feedback for the students' written work samples for the cognitive/affective domain.
There are options here and you have an opportunity to submit anywhere from 0-6 additional files for evidence of feedback.
Feedback Options: You should submit the same type of feedback for each focus student.
If your focus students can read your feedback, I recommend that you prepare written feedback about their psychomotor assessment for them that you would plan to give them at a later time. Written feedback might look something like this or something like this. Would you like to have a template that will help you make something like this?
If so, click here, and download this for free. Submit any written feedback for all three focus students in one file and label it Written Feedback for Focus Students.
If your focus students cannot read, then I recommend doing an audio recording your feedback about their psychomotor assessment. The student does NOT have to be present if submit an audio recording. Just record it at home. Click here to listen to an example of oral feedback. You can also submit video recorded feedback but I recommend that the student be in the video with you. If you submit recorded feedback, you will have three separate feedback files. You would label the files, Recorded Feedback FS1, Recorded Feedback FS2, and Recorded Feedback FS3.
You are allowed 6 feedback files and so it is permitted to have both written and recorded feedback for your focus students.
If you have given your focus students feedback during the videos that you are submitting as work samples, then you can refer to those video clips and timestamps as additional evidence. For example, you could say, "As seen in Video Work Sample FS1, at 3:00-3:15, I gave FS1 feedback on his strengths when I said, '...'" If the feedback that you gave during the recording was adequate then you might not need to submit any files for Part B.
If you have given your focus students written feedback on their written work samples (cognitive/affective domain assessment), then you can refer to that as additional evidence of feedback.
Your feedback should be specific, related to objectives, and address students' strengths AND needs. For example, you might say, "Your posture is looking very good. Something that you need to work on is the follow-through on your swing." Your feedback needs to specifically relate to your learning objectives so telling students that they have great sportsmanship won't count (it isn't a psychomotor objective). The feedback needs to be specific, pointing out a critical element of the movement that the student did correctly or incorrectly.
How to get a level 5 - In addition to giving feedback that addresses strengths and needs, for at least one focus student include a strategy that addresses a specific learning need, including the need for a greater challenge. For example, "When you bump the volleyball, you are swinging your arms instead of using your legs to add power. Get a little lower and extend when you contact the ball instead of swinging your arms."
Evidence of Language Use - You need to submit evidence of students using academic language. There are options of the types of evidence that you can submit.
Options for Evidence of Language Use
You can refer to existing evidence:
You could use the video clip(s) from Instruction Task 2. You can direct the scorer's attention to specific Task 2 clips and timestamps to point out evidence of language use. You would quote the students, providing Cip number and timestamps. With this option, you do not need to submit the video file(s) again.
You could use the student work sample files that you've submitted in Task 3 Part A. You would direct the scorer's attention to specific Work Samples (written or video) to point out evidence of language use. You would quote the students and/or provide timestamps to cite the evidence of language use.
You can present new evidence and submit additional files in Part B.
You can submit an additional video file of no more than 5 minutes in length. Like your video work samples, you can have several scenes on the one clip. You would name the clip "Language Use" and you would submit it in Assessment Task 3, Part B.
You can submit other, previously unsubmitted written evidence of language use from the learning segment. For example, there might have been an additional Exit Slip that provides a better sample of academic language use. Put all of this additional written evidence of language use into one file. Label it "Written Evidence of Language Use" and submit it in Assessment Task 3, Part B.
Write the Assessment Commentary - Once you have all of these files (work samples, feedback, language use), you are ready to start answering the prompt questions to the Assessment Commentary. For the PE handbook, getting all of the evidence together is the hardest part. The rest is going to seem simple!!!
Do you need help with this? Check my schedule and make a tutoring appointment! CLICK HERE.
Don't let edTPA Stand in your Way!
Mamaw Yates
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