WGU C904: Teacher Performance Assessment in Science

WGU C904, Teacher Performance Assessment in Science, is the capstone that most science education candidates complete near the end of their program, alongside or just after demonstration teaching (WGU's term for student teaching). Instead of a multiple-choice test, this course asks you to prove you can actually teach science: you plan a standards-based unit, teach it to real students, video-record your instruction, gather samples of student work, and write extended commentaries analyzing what happened and why. It is offered inside WGU's science teaching programs at both the graduate and undergraduate levels, including tracks in general/middle-grades science, biology, chemistry, earth science, and physics.

Direct answer: Pass C904 by treating it as a documentation project, not a quiz. Read your current task instructions and the scoring rubric line by line, plan a coherent science unit that lets you show planning, instruction, and assessment, then write reflective commentary that ties every claim to specific evidence from your lessons and your students' work. Follow the rubric language exactly and submit through your evaluator early enough to revise.

This matters because completing the Teacher Performance Assessment is a graduation requirement for your licensure program, and in many states it is tied to certification. The assessment WGU uses for this course has historically been the edTPA for science, though WGU has also used its own multi-component Teacher Performance Assessment depending on program version and state. Whichever version your program assigns, the underlying expectation is the same: demonstrate, with evidence, that you can design and deliver effective, standards-aligned science instruction and use assessment to move student learning forward.

What the science performance assessment asks you to document

C904 is organized around a small number of connected tasks built on one instructional unit you actually teach. The exact task names and number of components depend on your program version, so treat your assigned handbook as the source of truth. That said, the work almost always covers these areas:

• Context and planning. Describe your students, school, and learning environment, then plan a science unit anchored to grade-appropriate standards with clear, measurable learning objectives.
• Instruction on video. Record one or more unedited teaching segments that show you engaging students in science learning, and analyze how your choices supported understanding.
• Academic language. Show how you support the science vocabulary, discourse, and ways of communicating that the discipline requires.
• Assessment of student learning. Design and administer an assessment, analyze the results (often with a subgroup or focus students), and explain the patterns you see in the evidence.
• Instructional decision-making and feedback. Explain the in-the-moment adjustments you made and the feedback you gave students, plus how they would use it.
• Reflection. Evaluate your own teaching honestly and describe concrete next steps grounded in what the evidence showed.

Everything is scored against a rubric, and your written commentary is where most points are won or lost. Evaluators are looking for a clear chain of reasoning: your plan, the evidence from teaching, and your analysis all need to connect.

How hard is C904 and how long it takes

Many students report that the difficulty of C904 is not the science content itself but the volume, the logistics, and the precision the rubric demands. If you can teach a solid lesson, the intellectual bar is manageable; the challenge is producing polished, evidence-backed writing and coordinating video recording with a real classroom.

Because the assessment is built on a unit you teach in a placement, this course does not compress into a weekend. It unfolds across your demonstration-teaching term, and students commonly describe spending many focused hours on writing and revision spread over several weeks. Plan for at least one full revision cycle after your evaluator's feedback, and give yourself buffer time before your program deadline rather than aiming to submit at the last moment.

A study and preparation plan that fits a performance task

Traditional exam tricks matter less here than project discipline, but the science of learning still helps you prepare the writing and analysis.

• Reverse-engineer from the rubric. Before you write anything, print the rubric and the task instructions. For each rubric row, note the exact evidence you will point to. This becomes your outline and your checklist.
• Use active recall on the rubric language. Quiz yourself on what each performance level actually requires. Being able to restate every criterion in your own words prevents vague commentary.
• Plan the unit for evidence, not just coverage. Choose a science topic and lessons that naturally let you show student talk, a formative check, and a clear assessment. Inquiry- or phenomenon-based lessons often give you richer footage and work samples.
• Draft, space, and revise. Write a commentary section, step away, then return with fresh eyes. Reading your draft against the rubric a day later surfaces gaps you will miss in one sitting.
• Rehearse the recording. Do a practice video early so camera placement, audio, and consent forms are sorted before your real segments. Confirm signed permissions for every student who appears.
• Cite specific evidence. Quote your students, reference timestamps, and point to named work samples. Concrete evidence is the single biggest differentiator between passing and returned submissions.

Your science methods coursework is the best on-ramp. Reviewing your notes from C975 Science Methods for Middle Grades General Science or the secondary methods courses such as C976 Science Methods, Secondary Biology will remind you how to frame standards, inquiry, and assessment in the language evaluators expect.

Common mistakes candidates make in C904

• Describing instead of analyzing. Retelling what you did earns little credit. The rubric rewards analysis of why it worked and what the evidence shows.
• Weak standards alignment. Objectives, instruction, and assessment must all point at the same science standards. Drift between them is a frequent score-lowering issue.
• Thin evidence. Vague claims with no timestamps, quotes, or work-sample references leave evaluators unable to verify your teaching.
• Ignoring academic language. Candidates often underdevelop how they teach science vocabulary and discourse, which is a scored component.
• Video and consent problems. Missing permission forms, poor audio, or edited footage can invalidate a submission. Handle these first.
• Waiting to submit. Turning in the whole task at the deadline leaves no room for the revision most candidates need.

C904 Readiness Checklist

• Can you restate each rubric criterion in your own words and name the evidence that satisfies it?
• Can you show that your objectives, instruction, and assessment all align to the same science standards?
• Can you point to specific timestamps in your video that demonstrate student engagement in science learning?
• Can you explain how you support academic language and science discourse for your students?
• Can you analyze student work samples to identify patterns and next instructional steps?
• Can you describe an in-the-moment instructional adjustment and the feedback you gave students?
• Have you confirmed signed consent forms for every student who appears on camera?
• Have you built in time for at least one full revision after evaluator feedback?
• Does every commentary claim connect back to concrete evidence rather than general description?

C904 FAQ

Is C904 an objective assessment or a performance assessment?

It is a performance assessment. There is no multiple-choice exam. You submit an evidence-based portfolio built around a science unit you plan, teach, video-record, and analyze.

How many competency units is C904 worth?

The competency-unit value depends on your specific program version, so confirm it in your official WGU degree plan. We do not list a number here because we could not verify one that applies to every science teaching program.

Is C904 hard?

Many students report that the science content is manageable but the workload, rubric precision, and video logistics make it demanding. Treating it as a structured documentation project rather than a test is what makes it feel achievable.

How long does C904 take to complete?

Because it is built on a unit you teach in placement, it spans your demonstration-teaching term rather than a single study session, and most candidates plan for several weeks including a revision cycle. Your own pace and evaluator turnaround will affect the timeline.

What is the best way to prepare for C904?

Start from the rubric and task instructions, plan a science unit that generates strong evidence, draft your commentaries early, and revise against the rubric with fresh eyes. Lean on your science methods coursework for framing and language.

How does C904 relate to demonstration teaching and other TPA courses?

C904 is completed alongside or just after demonstration teaching, using that classroom for your evidence. It mirrors the structure of the subject-specific TPA courses, such as C853 Teacher Performance Assessment in English, and pairs naturally with capstone work like the C347 Professional Portfolio.

For more study guides, browse the School of Education hub or the full index of WGU course guides. You can confirm current program requirements on the official WGU teaching degrees page.

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