Fulfilling our educative mission:  A response to edTPA critique

Whittaker, Andrea; Pecheone, Raymond; Stansbury, Kendyll

doi:10.14507/epaa.26.3720

Cited by 22 publications

(25 citation statements)

References 13 publications

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“…Some leaders in the field have endorsed the edTPA, arguing that it offers a more authentic evaluation of the sophisticated knowledge and skills demanded of teachers and that it will improve teacher preparation programs and help restore credibility to the teaching profession (American Association of Colleges for Teacher Education, 2019; American Federation of Teachers, 2012; Darling‐Hammond & Hyler, 2013; Sato, 2014; Whittaker, Pecheone, & Stansbury, 2018). Simultaneously, others have questioned the reliability and validity of the assessment as a predictive measure of teacher quality (Gitomer et al, 2019; Hébert, 2017; Parkes & Powell, 2015), in part, due to its reliance on possibly decontextualized 15–20‐min video clips evaluated by a distant reviewer (Choppin & Meuwissen, 2017; Dover & Schultz, 2016) and the extensive amount of writing it requires (Au, 2013; Denton, 2018; Ledwell & Oyler, 2016).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge

Reynolds

Park

2020

J Res Sci Teach

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This study examined the relationship between preservice teachers' Educative Teacher Performance Assessment (edTPA) scores, the most widely implemented preservice teacher performance assessment in the United States, and the pedagogical content knowledge (PCK) levels reflected in their edTPA portfolios. PCK is a specialized form of teacher professional knowledge widely considered a paramount construct of teacher quality. Thirty‐six preservice science teachers' PCK levels were determined by analyzing their edTPA portfolios, including videos and written commentaries, with the PCK mapping approach, an enumerative analytical method capable of quantifying and visualizing the integration of PCK components. Data analysis indicates there was a significant positive correlation between participants' edTPA scores and their PCK levels (rs[36] = 0.949, p < 0.0001). Through further analysis, this study also identified several key features of preservice teachers' PCK revealed in their edTPA portfolios: (1) preservice science teachers' Knowledge of Student's Understanding (KSU) and Knowledge of Instructional Strategies and Representations (KISR) were the most developed components of PCK; (2) accounting for over 50% of all connections between PCK components, KSU, KISR, and Knowledge of Assessments were among the most frequently integrated components of PCK; (3) Knowledge of Science Curriculum was the least frequently integrated, and therefore the weakest, component of preservice teachers' PCK; and (4) inquiry was the most frequently mentioned, and typically the only Orientation toward Teaching Science found in participants' edTPA materials. This study contributes to the growing body of scholarship on the characteristics of preservice science teachers' PCK and becomes one of only a handful of empirical studies that examine the edTPA's diagnostic abilities. Finally, potential implications regarding the edTPA in science teacher education, as well as directions for future research surrounding preservice science teacher PCK and PCK development, are discussed.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge

Reynolds

Park

2020

J Res Sci Teach

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“…Studies from states mandating edTPA (e.g., New York and Illinois) have often become hotbeds for TPP criticism (see Dover et al, 2015; Gurl et al, 2016) whereas those doing so voluntarily have not (e.g., Bastian & Lys, 2018). Equally, a host of organizational factors appear important during implementation, including leadership (De Voto, 2019; De Voto & Thomas, 2020; Whittaker et al, 2018), collaboration (Peck et al, 2009), funding (De Voto, 2019; De Voto & Thomas, 2020; Gurl et al, 2016), and coupling (De Voto, 2019). Therefore, in an effort to trace this relationship, our conceptual framework draws upon the theory of sensemaking using literature from policy implementation and organizational dynamics.…”

Section: Background Literaturementioning

confidence: 99%

Examining Diverse Perspectives of edTPA Policy Implementation Across States: The Good, the Bad, and the Ugly

Voto

Olson

Gottlieb

2020

Journal of Teacher Education

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Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique among teacher educators. In this article, we examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates ( n = 75) across eight teacher preparation programs (TPPs) in two states, we examine how they have responded to varied edTPA policy designs and program contexts. Results show that both policy design and programmatic differences influence how these stakeholders have perceived and implemented edTPA—either as a framework for inquiry or compliance. In the process, we contend that edTPA has many promises and pitfalls as a scalable policy tool for preparing and assessing future teachers.

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“…At the same time, there remains a debate about “whether high-stakes assessment by its very presence narrows the curriculum or is a corrupting influence on practice,” (p. 5). In their review of the field critiques of edTPA, Whittaker et al (2018) provide a policy- and evidence-based response showing that edTPA does not narrow program curriculum. In addition, they found that it is a valid and reliable assessment that meets professional psychometric standards, based on continued analysis of performance scores.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Performance assessment for school leaders: comparing field trial and implementation results

Orr

Hollingworth

Beaudin

2019

JEA

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Purpose The purpose of this paper is to compare two years of results for one state’s performance-based assessments for principal licensure Performance Assessment for Leaders (PAL). This includes the field trial (2014–2015) and first year of statewide implementation (2015–2016) when passing score requirements and fees were added. Survey results on candidates’ career aspirations provide concurrent validation. Design/methodology/approach Two years of PAL submissions (n=569 candidates) were scored by trained, certified scorers. Task and total score results were compared by year, preparation pathway and gender. Online feedback survey results on career aspirations for (n=146 candidates) were compared by year. Findings The results show that PAL assessments measure independent dimensions of leadership, differentiate candidates on leadership knowledge and skills, and confirm PAL’s internal validity. Implementation year scores were higher than field trial scores, and preparation program candidates scored better than non-program candidates did. Candidate career aspirations were stronger in the implementation year than during the field trial. Research limitations/implications The study is limited to one state’s candidates, but findings are generalizable based on the wide range among candidates’ districts (demographically and economically). Practical implications The results are promising for the leadership preparation and assessment field, demonstrating the effectiveness of performance assessment for authentic evaluation of leadership candidates’ knowledge and skill and overall readiness for initial leadership work. Originality/value This is the first large scale performance assessment for aspiring leaders designed for state licensure decisions. It is being replicated in another state and shown promise for both formative and summative leadership assessment.

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Fulfilling our educative mission: A response to edTPA critique

Cited by 22 publications

References 13 publications

Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge

Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge

Examining Diverse Perspectives of edTPA Policy Implementation Across States: The Good, the Bad, and the Ugly

Performance assessment for school leaders: comparing field trial and implementation results

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