A Framework for Improvement: Analyzing Performance-Assessment Scores for Evidence-Based Teacher Preparation Program Reforms

Bastian, Kevin C.; Lys, Diana B.; Pan, Yongsheng

doi:10.1177/0022487118755700

Cited by 24 publications

(21 citation statements)

References 30 publications

(39 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This study found that Latinx students were three times as likely as their White counterparts to fail the assessment, highlighting the issue of consequential validity and equity noted previously. Bastian, Lys, and Pan (2018) found that two edTPA factors (instruction and assessment) significantly predicted first-year value-added scores, but not state teacher evaluation scores, for elementary and middle school teachers in one EPP. Both studies examined edTPA scores from 2011–2014, before the significant growth in test takers, the increased need for raters, and the shift to the assessment being high stakes.…”

Section: Discussionmentioning

confidence: 82%

Assessing the Assessment: Evidence of Reliability and Validity in the edTPA

Gitomer

Martinez

Battey³

et al. 2019

American Educational Research Journal

View full text Add to dashboard Cite

The Educative Teacher Performance Assessment (edTPA) is a system of standardized portfolio assessments of teaching performance mandated for use by educator preparation programs in 18 states, and approved in 21 others, as part of initial certification for preservice teachers. Because of the high stakes involved for examinees, it is critical that the scores produced and resulting decisions are meaningful and meet robust standards of validity and technical quality for educational measurements. We examined the technical documentation of edTPA and raise serious concerns about scoring design, the reliability of the assessments, and the consequential impact on decisions about edTPA candidates. In light of these findings, we argue that the proposed and actual uses of the edTPA are currently unwarranted on technical grounds.

show abstract

Section: Discussionmentioning

confidence: 82%

Assessing the Assessment: Evidence of Reliability and Validity in the edTPA

Gitomer

Martinez

Battey³

et al. 2019

American Educational Research Journal

View full text Add to dashboard Cite

show abstract

“…The faculty met with school district representatives to co-construct courses that included high-leverage skills teachers need to be successful, in the areas of planning, instruction, and assessment, all critical dimensions of edTPA (Pearson, n.d.; Stanford Center for Assessment, Learning, and Equity-SCALE, 2017). The purpose for edTPA as a required component is because of a comprehensive, statewide study that determined predictive validity of candidate performance on edTPA and teacher effectiveness during the first years of teaching (Bastian et al, 2018). This predictive validity study drove policy in North Carolina that fulfilled the expectations for candidates to demonstrate impact on student learning in the settings where they complete their clinical experiences.…”

Section: Departmental Actionmentioning

confidence: 99%

Teacher Residency as Alternative Pathway to Licensure

Zugelder

L’Esperance

Anderson

et al. 2021

JEI

View full text Add to dashboard Cite

Teacher residencies have been an ongoing discussion in the educator preparation world for nearly a decade. This paper describes a promising practice in program design at a university that offers alternative pathways to licensure to meet the demands of school districts, especially in economically disadvantaged communities in one region of the United States. The one-year residency model was developed to address the teacher shortage in a state with growing teacher attrition. Aligned with recent legislation that created a residency license, a traditional educator preparation program examined its strengths and incorporated the most critical needs for novice teacher success to offer a one-year teacher residency as an alternative pathway. The residency model was co-constructed with school district personnel and teacher education faculty to focus on the most critical dimensions of teaching that include planning, instruction, and assessment. After one year, the feedback from school district personnel included high favor for readiness to teach. Residency candidates reported increased self-efficacy. The residency program has implications for future research and potential replication at other institutions of higher education.

show abstract

“…Several studies have focused on the uses of data from standardized performance assessments of candidate classroom-teaching practice as a resource for program improvement (Bastian, Lys, & Pan, 2018;Bunch, Aguirre, & Téllez, 2009;Devlin-Scherer, Burroughs, Daly, & McCartan, 2007;Liu & Milman, 2013;Peck, Gallucci, & Sloan, 2010;Reusser, Butler, Symonds, Vetter, & Wall, 2007). For example, Devlin-Scherer et al (2007) investigated the ways in which data from the Teacher Work Sample (Schalock, 1998) could be used to generate recommendations for program improvement.…”

Section: Data Use In Teacher Educationmentioning

confidence: 99%

Using Data for Program Improvement in Teacher Education: A Study of Promising Practices

Davis

Peck

2020

Teachers College Record

View full text Add to dashboard Cite

Background/Context Contemporary accountability policies in teacher education often require that programs systematically use data for program improvement. However, social science research from multiple fields of human service suggests that the challenges of using data involve much more than creating policies and related information technologies to support collection, archival, and analysis of information about program outcomes. In this study we investigated organizational policies and practices implemented within ten high data-use teacher education programs to support faculty and staff engagement with opportunities to use a variety of data for the purposes of program improvement. Purpose/Objective/Research Question What organizational tools, policies, and practices are associated with systematic use of data for program improvement in high data-use teacher education programs? Research Design We used qualitative field research methods to study a set of teacher preparation programs situated in institutions that varied considerably in size, mission, and organizational structure. Using a comparative case-study approach, we hoped to identify a set of practices that were robust across variations in institutional setting and that therefore might be useful to other teacher educators as they attempt to navigate the pressures of current accountability mandates in ways that are consonant with their aspirations for program improvement. Conclusions/Recommendations Organizational practices associated with high levels of data use in the programs we studied included the allocation of specific times and places to allow thoughtful engagement with opportunities to use data in deliberation of program actions, as well as the integration of these activities into regular organizational routines. Consistent with earlier studies, we found that faculty in these programs more readily and vigorously engaged data-use work organized around local inquiry goals, rather than compliance with external policy mandates or grant expectations. Leadership actions related to establishing local inquiry and program improvement as the primary goal of data-use work appeared to be crucial to motivating faculty and staff to take up opportunities to use data as a resource for learning and program decision-making.

show abstract

A Framework for Improvement: Analyzing Performance-Assessment Scores for Evidence-Based Teacher Preparation Program Reforms

Cited by 24 publications

References 30 publications

Assessing the Assessment: Evidence of Reliability and Validity in the edTPA

Assessing the Assessment: Evidence of Reliability and Validity in the edTPA

Teacher Residency as Alternative Pathway to Licensure

Using Data for Program Improvement in Teacher Education: A Study of Promising Practices

Contact Info

Product

Resources

About