What is 'evidence-based feedback' in edTPA?

What is 'evidence-based feedback' in edTPA?

• A. Feedback that references general praise only.
• B. Feedback that references specific criteria, describes strengths and areas for growth, and provides actionable steps.
• C. Feedback only given verbally.
• D. Feedback that is vague.

Answer: (B)

Evidence-based feedback in edTPA is feedback grounded in the actual performance evidence you submitted and aligned to the rubric criteria. It names what you did well using specific, observable actions, identifies clear areas for growth, and provides concrete, actionable steps you can take to improve. In practice, this means your feedback references particular criteria, describes strengths and growth areas tied to what was observable in your lesson or assessment work, and offers specific next steps that you can implement. For example, you might note that you consistently used targeted questions that elicit student reasoning (a strength) and then suggest a next step such as planning prompts that scaffold student explanations or creating a brief discussion protocol to increase high-quality student talk. The goal is to connect feedback directly to evidence and give a clear path for improvement. General praise, vagueness, or feedback not tied to observed performance doesn’t guide how to improve, which is why it isn’t as effective as evidence-based feedback.

Evidence-based feedback in edTPA is feedback grounded in the actual performance evidence you submitted and aligned to the rubric criteria. It names what you did well using specific, observable actions, identifies clear areas for growth, and provides concrete, actionable steps you can take to improve. In practice, this means your feedback references particular criteria, describes strengths and growth areas tied to what was observable in your lesson or assessment work, and offers specific next steps that you can implement.

For example, you might note that you consistently used targeted questions that elicit student reasoning (a strength) and then suggest a next step such as planning prompts that scaffold student explanations or creating a brief discussion protocol to increase high-quality student talk. The goal is to connect feedback directly to evidence and give a clear path for improvement. General praise, vagueness, or feedback not tied to observed performance doesn’t guide how to improve, which is why it isn’t as effective as evidence-based feedback.