Student Teacher Assessment Rubric Based on Edtpa

Student Teacher Assessment Rubric Based on edTPA

As of this writing, edTPA assessment rubrics for student teachers developed by Stanford University and the Pearson publishing company were still being field tested. I assembled this preliminary assessment rubric to assist Hofstra University student teachers based on material made available on the edTPA website ( accessed November 19, 2012). In edTPA student teachers are evaluated for proficiency in planning lessons, for instructional delivery, on their ability to assess and respond to student performance, and on self-reflection. They are rated between 1 and 5 in fifteen areas, where Level 1 is an unsatisfactory performance, Level 2 is weak, and Level 5 is outstanding. My colleagues and I at Hofstra doubt whether any student teacher can achieve Level 5 as it is defined and whether very many can achieve Level 4, but in the end grades will be determined by evaluators hired by Pearson.

For planning, student teachers are evaluated on whether a lesson plan builds student understanding; supports student learning; is based on prior student learning; identifies and supports language development; and provides for the monitoring of student progress. For a rating at Level 1 there may be significant inaccuracies in the lesson, it may not be aligned with state and national standards, or it may fail to make connections with main ideas in the content area. In Level 2, lesson plans are accurate, but are “vague.” In Level 3 lesson plans make clear connections with content and goals. In Level 4 the connections are “clear and consistent.” In Level 5, the lesson plan enables students to make their own connections.

The instruction rubric evaluates student teachers on their ability to create a positive learning environment, actively engage students, and elicit student responses. In Level 1 classrooms, disruptive student behavior interferes with student learning, students are not engaged in learning, and there is little student participation. In Level 3 there is a positive atmosphere based on mutual respect, activities are appropriate for student skill levels, and student responses require analysis. In Level 5 there is a challenging environment that provides for multiple perspectives as well as mutual respect, activities deepen and extend student abilities and understanding, and the student teacher promotes student-to-student interaction and analysis. Student teachers are also expected to engage students in the content of the curriculum and press them to support their views with evidence.

The assessment rubrics look at the ability of student teachers to assess student learning and to plan new lessons based on their analysis of student performance and understanding of best theory, research, and practice. A student teacher performing at the highest level demonstrates quantitative and qualitative patterns of learning using student work samples; develops plans for student improvement based on analysis of student performance; and provides students with supportive feedback.