PhysicalEducation

Task 3: Assessment Commentary

Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing your responses within
the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward
your page total.

1. Analyzing Student Learning

a. Identify the specific learning objectives measured by the assessments you chose for
analysis.
[ Psychomotor learning objective by the end of lesson, 80% of students will be able to serve a
pickle ball with efficient form in the correct box 3 out of 5 times. Cognitive learning objective by
the end of the lesson, at least 75% of students will score at least an 8 out of 10 on the cognitive
assessment. ]
b. Provide a graphic (table or chart) or narrative that summarizes evidence of student
learning for your whole class (or, if more than 30 students, group) in the psychomotor
domain and at least one other domain (cognitive and/or affective). Be sure to summarize
student learning for all evaluation criteria submitted in Assessment Task 3, Part D.
[

Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 1 of 4 | 10 pages maximum
All rights reserved. V5_0915
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.
 PhysicalEducation
Task 3: Assessment Commentary

]
c. Analyze the patterns of learning for the whole class (or group) and differences for
groups or individual learners relative to competencies targeted in the psychomotor
domain and at least one other learning domain (cognitive and/or affective).
[ When deciding the competency targets for psychomotor and cognitive domains, I factored in
the pre-test assessments and set standards that were challenging yet achievable. In the
psychomotor pre-assessment students averaged 2.4 on left side and 2.75 on the right side.
These scores would not have achieved the psychomotor objective of 80% of students scoring 3
out of 5 in the correct box. After a lesson on serving and cues to increase students skills the
scores increase enough the psychomotor objective was achieved. Students increased on both
sides vastly the left side the biggest increase averaging 4.5 while on the right side still an
increase to 4.]
d. Cite direct evidence from the focus student work samples and/or the written
documentation of the assessment of the psychomotor activity to support the analysis.

Consider what students understand and do well, and where they continue to struggle
(e.g., strengths, weaknesses, common errors, confusions, need for greater challenge).
[ All students in the class were challenged in someone while learner the pickle ball serve from
low to high skill level students. The low level students were challenged by form of the serve and
controlling the ball, the higher level students were challenged to increase power and control of
their serve. As you can see in student 1s work she is a very high level student, many of the
cues are at mastery level and control of the ball is highly efficient. She is ready for game play,
yet can still be challenged by placing spots on the correct that can help increase difficulty.
Student 2 on the other hand is a low skill pickle ball server and needs to focus on one cue at a
time until she can put it all together. Student 2 was bending her arm during swing, lacking follow
through, and very little control of the ball. She rushed through the motion was very stiff
throughout the swing which lead to the low control.]

Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 2 of 4 | 10 pages maximum
All rights reserved. V5_0915
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.
 PhysicalEducation
Task 3: Assessment Commentary

e. If a video work sample occurs in a group context (e.g., discussion), provide the name of
the clip and clearly describe how the scorer can identify the focus student(s) (e.g.,
position, physical description) whose work is portrayed.
[ ]
2. Feedback to Guide Further Learning
Refer to specific evidence of feedback provided to the 3 focus students about their
performance in the psychomotor domain and at least one other learning domain (cognitive
and/or affective) to support your explanations.
a. Identify the format in which you submitted your evidence of feedback for the 3 focus
students. For each assessment, submit the same type of feedback (i.e., video, audio,
written) for all 3 focus students. Choose up to two of the following across all
assessments. (Delete choices that do not apply.)
In video work samples (provide a time-stamp reference) or in separate video clips
As rubrics, rating scales, or checklists with written feedback
As a separate document file with written feedback provided to students
In audio files
If video or audio feedback occurs in a group context (e.g., game, discussion), clearly
describe how the scorer can identify the focus student (e.g., position, physical
description, student quote) who is being given feedback. Submit any written feedback for
all 3 focus students in one file.
[ ]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[ Every student has different abilities and skill levels that change the feedback an instructor
provides them. For example, student 1 is a high skill level student that is ready for even more
challenging activities. The psychomotor objective was to get 3 out of 5 serves in the correct
serving box, which student 1 scored 5 out of 5 on both sides in pre-test. In order to increase
skill, I challenged her to aim for specific spots in the correct serving box. As for student 2 at the
lower skill level, working on the specific cues of the pickle ball serve is the first step. She was
making contact under waist and out in front of body great start for a beginner. The feedback I
gave to her was to focus on keeping arm straight like a pendulum and to follow through pointing
racket at her target. The feedback and practice of student 2 took her from below the
psychomotor objective, to a score that was above and improved form to a competent level.]
c. Describe how you will support each focus student to understand and use this feedback
to further their learning related to learning objectives. Use of feedback can occur in a
different task or lesson within the learning segment or at a later time.
[ No matter the skill level high, medium, or low feedback is useless if the student doesnt
understand how to apply it. In order to support each focus student and all other students in class
I would give the student feedback and allow them practice time to work on it. Move on to other
students giving feedback and observing class progression as a whole. From that observation
decide if feedback can be given to the entire class that will help them all improve then allow
more practice. As practice is occurring look at students and see who is struggling with the
feedback. Talk to the individual students about things they need to work on in a progression in
order to reach the final goal. Individualizing the feedback to students is important because not

Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 3 of 4 | 10 pages maximum
All rights reserved. V5_0915
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.
 PhysicalEducation
Task 3: Assessment Commentary

all students think the same way so relating the info to things they know and interest them will
increase student learning.]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the clip(s) and/or
student work samples as evidence. Evidence from the clip(s) may focus on one or more
students.

You may provide evidence of students language use from ONE OR MORE of the
following sources:
1. Video clip(s) from Instruction Task 2. Provide time-stamp references for evidence of
language use.
2. An additional video file named Language Use of no more than 5 minutes in length. Cite
student language use. (This can be footage of one or more students language use.)
Submit the clip in Assessment Task 3, Part B.
3. The student work samples analyzed in Assessment Task 3. Cite language use.
4. Other written evidence of language use from the learning segment. Submit this written
evidence in Assessment Task 3, Part B.

a. Explain and provide concrete examples for the extent to which your students were able
to use or struggled to use the
selected language function,
vocabulary, AND
syntax or discourse
to develop content understandings.
[ ]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bd, describe next
steps for instruction:
For the whole class
For the 3 focus students and other individuals/groups with specific needs
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners, or
students with higher/lower proficiency levels).
[ ]
b. Explain how these next steps follow from your analysis of students learning. Support
your explanation with principles from research and/or theory.
[ ]

Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 4 of 4 | 10 pages maximum
All rights reserved. V5_0915
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.