Condition Code Guidance and Support

The evidence you submitted for Planning Task 1 did not meet requirements that would allow the Task to be scored. Artifacts and commentaries must provide sufficient evidence so that scorers can evaluate your performance according to the edTPA rubrics. The Artifacts and Commentary Specifications chart in the back of your handbook lists all specifications.

A learning segment should include 3–5 consecutive lessons; submit a lesson plan for every lesson taught and referenced in the edTPA learning segment. Lesson plans must be submitted in a single file.

Additional guidance can be found in the Assessment Handbook under the Task 1 "What do I need to do?" section as well as in the Making Good Choices resource under "What should I include in my lesson plans?" section.

If you submitted fewer than three lesson plans and you teach in a large block of time, lesson plans should reflect 3–5 hours of connected instruction for the learning segment.

Additional guidance can be found in the Assessment Handbook under the Task 1 "What do I need to do?" section.

Check the video and sound quality to ensure that you and your students can be seen and heard on the video clip(s) you submit. If most of the audio in a clip cannot be understood by a scorer, submit another clip. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; 2) embed quotes with time-stamp references in the commentary response; or 3) insert captions in the video (captions for this purpose will be considered permissible editing).

Any required video components of the submission must conform to technical specifications (e.g., format, file type), and be viewable by scorers. After uploading or transferring the video, review the video clip(s) in the Pearson ePortfolio system prior to submitting the assessment, even if the video file was playable prior to upload or transfer.

Additional guidance can be found in the Assessment Handbook under the Task 2 "What do I need to do?" section as well as the Making Good Choices resource under "How do I prepare my edTPA video recordings for my learning segment?"

Check the video and sound quality to ensure that you and your students can be seen and heard on the video clip(s) you submit. If most of the audio in a clip cannot be understood by a scorer, submit another clip. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; 2) embed quotes with time-stamp references in the commentary response; or 3) insert captions in the video (captions for this purpose will be considered permissible editing).

Any required video components of your submission must conform to technical specifications (e.g., format, file type), and be viewable by scorers. After uploading or transferring the video, review it in the Pearson ePortfolio system prior to submitting the assessment, even if the video file was playable prior to upload or transfer.

Additional guidance can be found in the Assessment Handbook under the Task 2 "What do I need to do?" section as well as the Making Good Choices resource under "How do I prepare my edTPA video recordings for my learning segment?"

Check the video and sound quality to ensure that you and your students can be seen and heard on the video clip(s) you submit. If most of the audio in a clip cannot be understood by a scorer, submit another clip. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; 2) embed quotes with time-stamp references in the commentary response; or 3) insert captions in the video (captions for this purpose will be considered permissible editing).

Any required video components of your submission must conform to technical specifications (e.g., format, file type), and be viewable by scorers. After uploading or transferring the video, review it in the Pearson ePortfolio system prior to submitting the assessment, even if the video file was playable prior to upload or transfer.

The Artifacts and Specifications Chart in the Assessment Handbook identifies the following acceptable video file formats: asf, qt, mov, mpg, mpeg, avi, wmv, mp4, m4v.

Additional guidance can be found in the Assessment Handbook under the Task 2 "What do I need to do?" section as well as the Making Good Choices resource under "How do I prepare my edTPA video recordings for my learning segment?"

Check the video and sound quality to ensure that you and your students can be seen and heard on the video clip(s) you submit. If most of the audio in a clip cannot be understood by a scorer, submit another clip. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; 2) embed quotes with time-stamp references in the commentary response; or 3) insert captions in the video (captions for this purpose will be considered permissible editing).

The majority of the video should be clearly audible. After uploading or transferring the video, review it in the Pearson ePortfolio system prior to submitting the assessment, even if the video file was playable prior to upload or transfer.

Additional guidance can be found in the Assessment Handbook under the Task 2 "What do I need to do?" section as well as the Making Good Choices resource under "How do I prepare my edTPA video recordings for my learning segment?"

Check the video and sound quality to ensure that you and your students can be seen and heard on the video clip(s) you submit. If most of the audio in a clip cannot be understood by a scorer, submit another clip. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; 2) embed quotes with time-stamp references in the commentary response; or 3) insert captions in the video (captions for this purpose will be considered permissible editing).

The majority of the video should be clearly audible. After uploading or transferring the video, review it in the Pearson ePortfolio system prior to submitting the assessment, even if the video file was playable prior to upload or transfer.

Additional guidance can be found in the Assessment Handbook under the Task 2 "What do I need to do?" section as well as the Making Good Choices resource under "How do I prepare my edTPA video recordings for my learning segment?"

Check the video and sound quality to ensure that you and your students can be seen and heard on the video clip(s) you submit. If most of the audio in a clip cannot be understood by a scorer, submit another clip. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; 2) embed quotes with time-stamp references in the commentary response; or 3) insert captions in the video (captions for this purpose will be considered permissible editing).

The majority of the video should be clearly audible. After uploading or transferring the video, review it in the Pearson ePortfolio system prior to submitting the assessment, even if the video file was playable prior to upload or transfer.

Additional guidance can be found in the Assessment Handbook under the Task 2 "What do I need to do?" section as well as the Making Good Choices resource under "How do I prepare my edTPA video recordings for my learning segment?"

One or more of your commentary prompts was left blank or the response to one or more of your prompts was not related to your edTPA tasks.

Refer to your content-area Understanding Rubric Level Progressions document to see which prompts are used to score each rubric.

One or more of your artifacts exceeded the allowable page limit. Your handbook describes the allowable page length for all artifacts; the Artifacts and Commentary Specifications chart in the back of your handbook lists all specifications.

Additional guidance can be found in the Making Good Choices resource under "Getting Started: Organizing."

Your transcript used for your alternative to video evidence did not contain enough detailed description to understand instruction. The transcript is being used for scoring in place of the video and must be sufficiently descriptive.

Evidence Requirements and Considerations for edTPA in a Virtual Learning Environment

Artifacts and commentaries must provide sufficient evidence so that scorers can evaluate your performance according to the edTPA rubrics. In addition, your evidence cannot exceed page limits described in your handbook; the Artifacts and Commentary Specifications chart in the back of your handbook lists all specifications.

Make sure to respond to every part of every prompt. Pay attention to conjunctions ("and", "or"). When the prompts are bulleted, make sure to address each bullet point. Incomplete, superficial, and unelaborated responses are not sufficient. Although there may be a few exceptions, answering a prompt in one or two sentences will not provide enough information for a reviewer to understand your intentions.

Additional guidance can be found in the Making Good Choices resource under "How do I represent my thinking and teaching in writing?"

Your video clips did not meet the minimum length requirement. Your handbook instructs you to submit no less than three minutes for your Task 2 video clip(s).

Additional guidance can be found in the Assessment Handbook under the Task 2 "What do I need to do?" section as well as the Making Good Choices resource under "How do I prepare my edTPA video recordings for my learning segment?"; the Artifacts and Commentary Specifications chart in the back of your handbook lists all specifications.

Submitted files must be correctly uploaded or transferred to the appropriate designated location in the Pearson ePortfolio system. After uploading or transferring the file, review it in the Pearson ePortfolio system prior to submitting the assessment, even if the file was viewable prior to upload or transfer.

Note that your evidence cannot contain hyperlinked content. Any web content you wish to include as part of your evidence must be submitted as a document file, which must conform to the file format and response length requirements.

Additional guidance can be found in the Making Good Choices resource under "Getting Started: Organizing."

Documents that were submitted could not be viewed clearly enough for scoring. After uploading or transferring the file, review it in the Pearson ePortfolio system prior to submitting the assessment, even if the file was viewable prior to upload or transfer.

Please note that your previous edTPA submission will not be considered during scoring of the retake, and any artifact referenced in a commentary must be submitted with the retake.

Additional guidance can be found on the Retaking edTPA page on edTPA.com as well as the edTPA Retake Instructions for Candidates guidance.

Your Planning Commentary was either blank or you uploaded the incorrect file. After uploading or transferring the file, review it in the Pearson ePortfolio system prior to submitting the assessment to ensure that it is the correct file.

Your Task 2 video clip(s) was either blank or you uploaded the incorrect file. After uploading or transferring the file, review it in the Pearson ePortfolio system prior to submitting the assessment to ensure that it is the correct file.

Your Instruction Commentary was either blank or you uploaded the incorrect file. After uploading or transferring the file, review it in the Pearson ePortfolio system prior to submitting the assessment to ensure that it is the correct file.

One or more of your student work samples (Task 3) or formative work samples (Task 4) was either blank or you uploaded the incorrect file. After uploading or transferring the file, review it in the Pearson ePortfolio system prior to submitting the assessment to ensure that it is the correct file.

One or more of your student re-engagement student work samples and/or formative work samples (Task 4) was either blank or you uploaded the incorrect file. After uploading or transferring the file, review it in the Pearson ePortfolio system prior to submitting the assessment to ensure that it is the correct file.

Your Assessment Commentary was either blank or you uploaded the incorrect file. After uploading or transferring the file, review it in the Pearson ePortfolio system prior to submitting the assessment to ensure that it is the correct file.

One or more of your work samples were duplicates.

Additional guidance for Task 3 duplicate work samples can be found in the Assessment Handbook under the Task 3 "What do I need to do?" section as well as the Making Good Choices resource under "What kind of student work should I analyze for my edTPA?" and "How do I choose the student work samples (focus students)?"

Additional guidance for Task 4 duplicate formative work samples can be found in the Assessment Handbook under the Task 4 "What do I need to do?" section as well as the Making Good Choices Addendum for Elementary Education resource under "What kind of student formative assessment should I choose for my assessment?"

One or more of your re-engagement work samples were duplicates. Additional guidance can be found in the Assessment Handbook under the Task 4 "What do I need to do?" section as well as the Making Good Choices resource under "How will I use the work samples for the re-engagement lesson?" and "How do I determine the effectiveness of my re-engagement lesson?"

Submitted video clips for Task 2 must be continuous and unedited, with no interruption in events (e.g., you may not edit a video clip to remove "quiet time" when students are working independently, edit out physical transitions, or edit out disruptive behavior).

Additional guidance can be found in the Assessment Handbook under the Task 2 "What do I need to do?" section as well as the Making Good Choices resource under "How do I prepare my edTPA video recordings for my learning segment?"

Note: switching between front-facing and rear-facing view can present as an edit.

Ensure that your face appears at least once in one of your Task 2 video clips for identification purposes.

Additional guidance can be found in the Assessment Handbook under the Task 2 "What do I need to do?" section as well as the Making Good Choices resource under "How do I prepare my edTPA video recordings for my learning segment?"

The learning objectives examined in this submission did not correspond with the registered content area. Make sure you are using learning objectives that align with your selected assessment.

Additional guidance can be found in the Assessment Handbook under the Task 1 "What do I need to do?" section as well as the Making Good Choices resource under "How do I select the central focus, student content standards, and student learning objectives?"

The evidence and artifacts for this submission correspond to a different content area than the area for which the assessment was registered. Make sure you are submitting the templates and artifacts that align with your selected assessment.

The standards, learning objectives, learning tasks, and assessments addressed or included in your learning segment should all be related to the central focus.

Additional guidance can be found in the Assessment Handbook under the Task 1 "What do I need to do?" section as well as the Making Good Choices resource under "How do I select the central focus, student content standards, and student learning objectives?"

The minimum number of students must be present in at least one of your Task 2 video clips. In addition, any significant attrition (or placement-specific circumstance) that leads to class/group size significantly varying from what was described in your context for learning/planning should be explained in your commentary.

Additional guidance can be found in the Assessment Handbook under the Task 2 "What do I need to do?" section as well as the Making Good Choices resource under "How do I prepare my edTPA video recordings for my learning segment?"

For Assessment Task 3, you will select one assessment that was given to the whole class during your learning segment.

The student work samples are different for one or more focus students than described for the whole class. Exception: Differences in assessment are permitted if the assessments address the same central focus but adapted to be more appropriate for the focus student(s) needs.

Select the required number of student work samples that represent the patterns of learning (i.e., what individuals or groups generally understood and what a number of students were still struggling to understand) you identified in your assessment analysis.

The work sample must be the actual student work analyzed. Differentiated assessments need to result in evidence of student learning according to the evaluation criteria you describe.

Additional guidance can be found in the Assessment Handbook under the Task 3 "What do I need to do?" section as well as the Making Good Choices resource under "What kind of student work should I analyze for my edTPA?" and "How do I choose the student work samples (focus students)?"

The evidence and artifacts for this submission may not be aligned to your chosen content area for which the assessment was registered. Make sure you are submitting the templates and artifacts that align with your selected assessment.

In addition, artifacts and commentaries must provide sufficient evidence so that scorers can evaluate your performance according to the edTPA rubrics; the Artifacts and Commentary Specifications chart in the back of your handbook lists all specifications.

Your Physical Education handbook instructs you to record specific scenarios for Task 3. Clips should depict the focus students within the actual classroom setting, not a contrived environment where the three focus students are filmed in isolation or pulled out of the class for instruction.

Additional guidance can be found in the Physical Education Assessment Handbook under the Task 3 "What do I need to do?" section.

The selected assessment should be one that is completed by the whole class featured in the learning segment. You will provide a whole-class analysis in your Assessment Commentary.

Additional guidance for Task 3 learning assessments can be found in the Assessment Handbook under the Task 3 "What do I need to do?" section as well as the Making Good Choices resource under "What kind of student work should I analyze for my edTPA?" and "How detailed should the whole class analysis be?"

Additional guidance for Task 4 formative learning assessments can be found in the Assessment Handbook under the Task 4 "What do I need to do?" section as well as the Making Good Choices Addendum for Elementary Education resource under "What is the focus of the whole class analysis from the formative assessment?" and "How detailed should the whole class analysis be?"

Your handbook instructs you to meet a minimum class size but your Context for Learning did not contain evidence of the appropriate class size.

Additional guidance can be found in the Assessment Handbook under the Task 1 "What do I need to do?" section.

If you have a class of 30 students or fewer, the assessments should be completed by the whole class featured in the learning segment. However, if you have a class of more than 30 students, to reduce the time needed to collect evidence of psychomotor skills, you may select a sample of 25 students representing the range of abilities in your class to assess and analyze their skills. This sample must include your 3 focus students.

Additional guidance can be found in the Physical Education Assessment Handbook under the Task 3 "What do I need to do?" section.

Your prompt response indicated that the assessment, or part of the assessment, was conducted orally, yet you did not submit this evidence. The work sample must be the actual student work analyzed. You may submit a video or audio file of a student's oral work, OR a video or multimedia file created by a focus student. For each focus learner, a video or audio work sample must be no more than 5 minutes in total running time.

For Task 3 student work samples, video or audio clips should be uploaded for Task 3 Part A: Student Work Samples. If there is also a written component to the assessment, the written evidence can be submitted in Part B: Evidence of Feedback if feedback is written on the actual student work, in Part C: Assessment Commentary at the end, or in Part D: Evaluation Criteria at the end. You should include a note that describes specifically where the work samples can be found in Prompt 1a of Part C: Assessment Commentary.

For Task 4 formative student work samples, video or audio clips should be uploaded for Task 4 Part E: Student Work Samples. If there is also a written component to the assessment, the written evidence can be submitted in Part D: Evaluation Criteria at the end or in in Part G: Assessment Commentary at the end. You should include a note that describes specifically where the formative work samples can be found in Prompt 2a of Part G: Assessment Commentary.

Your student work samples did not meet requirements because they were student self-evaluations, peer evaluations, or student surveys.

For Assessment Task 3, you will select one assessment that was given to the whole class during your learning segment. The assessment must reflect each student's individual work; it cannot be the work of pairs or groups of students. Because this task focuses on your ability to analyze student work, self- and peer-assessments are not appropriate. You will analyze the work of all students in the class and you will select three student work samples for more detailed analysis and discussion using the one assessment. The work sample must be the actual student work analyzed. Checklists and rubrics may also be submitted, but only if they are accompanied by the work samples that were analyzed using these assessment tools.

Additional guidance for Task 3 student work samples can be found in the Assessment Handbook under the Task 3 "What do I need to do?" section as well as the Making Good Choices resource under "What kind of student work should I analyze for my edTPA?"

Additional guidance for Task 4 formative student work samples can be found in the Assessment Handbook under the Task 4 "What do I need to do?" section as well as the Making Good Choices Addendum for Elementary Education resource under "What kind of student formative assessment should I choose for my assessment?"

Analyze student work samples to identify a targeted learning objective/goal; however, your student work samples are not relevant to your stated learning objective(s).

The one assessment you choose to analyze should align with the central focus and one or more of the stated learning objectives of your learning segment and should provide students with an opportunity to demonstrate an understanding of those objectives. The assessment you choose may be formal or informal, formative or summative, but it needs to result in evidence of student learning according to the evaluation criteria you describe.

Additional guidance for Task 3 can be found in the Assessment Handbook under the Task 3 "What do I need to do?" section as well as the Making Good Choices resource under "What kind of student work should I analyze for my edTPA?" and "How specific should the evaluation criteria be?"

Additional guidance for Task 4 formative student work samples can be found in the Assessment Handbook under the Task 4 "What do I need to do?" section as well as the Making Good Choices Addendum for Elementary Education resource under "What kind of student formative assessment should I choose for my assessment?"

Your student work samples did not meet requirements because they were assessment completed by a group.

For Assessment Task 3, you will select one assessment that was given to the whole class during your learning segment. The assessment should reflect the work of individuals, not groups, but may be individual work from a group task You will analyze the work of all students in the class, and you will select three student work samples for more detailed analysis and discussion using the one assessment. The work sample must be the actual student work analyzed.

Additional guidance for Task 3 can be found in the Assessment Handbook under the Task 3 "What do I need to do?" section as well as the Making Good Choices resource under "What kind of student work should I analyze for my edTPA?" and "How detailed should the whole class analysis be?"

Additional guidance for Task 4 formative student work samples can be found in the Assessment Handbook under the Task 4 "What do I need to do?" section as well as the Making Good Choices Addendum for Elementary Education resource under "What kind of student formative assessment should I choose for my assessment?"

Student work samples should reflect an assessment included in your learning segment. Either your student work samples represent an end-of-unit assessment not included in the learning segment or you did not identify items specific to the learning segment on the end-of-unit assessment.

The one assessment you choose to analyze should align with the central focus and one or more of the stated learning objectives of your learning segment and should provide students with an opportunity to demonstrate an understanding of those objectives. The assessment you choose may be formal or informal, formative or summative, but it needs to result in evidence of student learning according to the evaluation criteria you describe.

Additional guidance for Task 3 can be found in the Assessment Handbook under the Task 3 "What do I need to do?" section as well as the Making Good Choices resource under "What kind of student work should I analyze for my edTPA?" and "How specific should the evaluation criteria be?"

Additional guidance for Task 4 formative student work samples can be found in the Assessment Handbook under the Task 4 "What do I need to do?" section as well as the Making Good Choices Addendum for Elementary Education resource under "What kind of student formative assessment should I choose for my assessment?"

Your prompt response indicated that the assessment, or part of the assessment, was conducted orally, yet you did not submit this evidence. The work sample must be the actual student work analyzed.

You may submit a video or audio file of a student's oral work, OR a video or multimedia file created by a focus child. For each focus learner, a video or audio work sample must be no more than 5 minutes in total running time.

For Task 4 re-engagement student work samples, video or audio clips should be uploaded for Task 4 Part F: Examples of Student Work from Re-engagement Lesson. If there is also a written component to the assessment, the written evidence can be submitted in Task 4 Part D: Evaluation Criteria at the end or Task 4 Part G: Assessment Commentary. You should include a note that describes specifically where the work samples can be found in Prompt 4a of Part G: Assessment Commentary.

Your re-engagement student work samples did not meet requirements because they were student self-evaluations, peer evaluations, or student surveys.

For Assessment Task 4, the assessment for the re-engagement lesson must show individual student work (or a video of an individual oral student assessment for primary grades) that relates to the identified area of struggle. Students should have an opportunity to show new learning specifically related to the area of struggle. Because this task focuses on your ability to analyze student work, self- and peer-assessments are not appropriate. The work sample must be the actual student work analyzed. Checklists and rubrics may also be submitted, but only if they are accompanied by the work samples that were analyzed using these assessment tools.

Additional guidance for Task 4 re-engagement formative student work samples can be found in the Assessment Handbook under the Task 4 "What do I need to do?" section as well as the Making Good Choices Addendum for Elementary Education resource under "What kind of student formative assessment should I choose for my assessment?"

Analyze student work samples to identify a targeted learning objective/goal; however, your student work samples are not relevant to your stated learning objective(s).

You will submit the re-engagement lesson assessment work samples from each of the three focus students. You will analyze the assessments to identify new evidence to determine students' skills and/or understandings related to the identified learning objective/goal.

Additional guidance for Task 4 re-engagement formative student work samples can be found in the Assessment Handbook under the Task 4 "What do I need to do?" section as well as the Making Good Choices Addendum for Elementary Education resource under "How do I design and/or choose the assessment for the re-engagement lesson?"

Your re-engagement student work samples did not meet requirements because they were assessment completed by a group.

For Assessment Task 4, the assessment for the re-engagement lesson must show individual student work (or a video of an individual oral student assessment for primary grades) that relates to the identified area of struggle. Students should have an opportunity to show new learning specifically related to the area of struggle. Because this task focuses on your ability to analyze student work, group work is not appropriate. The work sample must be the actual student work analyzed. Checklists and rubrics may also be submitted, but only if they are accompanied by the work samples that were analyzed using these assessment tools.

Additional guidance for Task 4 re-engagement student work samples can be found in the Assessment Handbook under the Task 4 "What do I need to do?" section as well as the Making Good Choices Addendum for Elementary Education resource under "What kind of student formative assessment should I choose for my assessment?"

Student work samples should reflect an assessment included in your learning segment. Either your student work samples represent an end-of-unit assessment not included in the re-engagement lesson or you did not identify items specific to the learning segment on the end-of-unit assessment.

You will submit the re-engagement lesson assessment work samples from each of the three focus students. You will analyze the assessments to identify new evidence to determine students' skills and/or understandings related to the identified learning objective/goal.

Additional guidance for Task 4 formative student work samples can be found in the Assessment Handbook under the Task 4 "What do I need to do?" section as well as the Making Good Choices Addendum for Elementary Education resource under "What kind of student formative assessment should I choose for my assessment?"

Your submission received multiple condition codes within one or more Tasks. You will receive additional information about the individual codes from Pearson's edTPA Customer Support within 1–2 business days. Once you receive that information, refer to the guidance and support offered for those individual codes.

If you have materials that must be translated into English, those translations should be added to the original materials as part of the same file or, if applicable, to the end of the commentary template. There is no page limit for required translations into English.

See the FAQs page to see if your handbook requires translation of materials under the question "Some of my edTPA files are in a language other than English. Am I required to submit translations?"

If you have materials that must be translated into English, those translations should be added to the original materials as part of the same file or, if applicable, to the end of the commentary template. There is no page limit for required translations into English.

See the FAQs page to see if your handbook requires translation of materials under the question "Some of my edTPA files are in a language other than English. Am I required to submit translations?"