Teacher Quality and Teacher Education Policy

Cochran‐Smith, Marilyn; Baker, Megina; Burton, Stephani; Carney, Molly; Chang, Wen-Chia; Fernández, María Beatriz Carenas; Keefe, Elizabeth Stringer; Miller, Andrew F.; Sánchez, Juan Gabriel; Stern, Rebecca

doi:10.4324/9781315710068-29

Cited by 31 publications

(56 citation statements)

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“…In this article, we examine the technical properties of edTPA scores as they relate to the validity of inferences and high-stakes decisions about individual teachers and teacher candidates. There are, of course, strong debates about the merits of high-stakes assessment in teacher education, and some critics (Choppin & Meuwissen, 2017; Greenblatt & O’Hara, 2015; Hutt, Gottlieb, & Cohen, 2018; Tuck & Gorlewski, 2016) argue that standardized assessments such as edTPA are inherently limited, counterproductive, or inappropriate (see also Cochran-Smith et al [2016] for a critique of edTPA). However, the critical analysis we undertake here is not philosophical in nature; nor does it represent a wholesale critique of the idea of high-stakes assessment of teaching or teachers.…”

mentioning

confidence: 99%

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

Gitomer

Martinez

Battey³

et al. 2019

American Educational Research Journal

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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.

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mentioning

confidence: 99%

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

Gitomer

Martinez

Battey³

et al. 2019

American Educational Research Journal

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“…If tests are not effective at helping teachers improve, then the tests need to change or be eliminated. In short, we need to move from “externally generated single-measure tests to multi-pronged internal assessments of teacher performance and student learning” (Cochran-Smith et al, 2016).…”

Section: Are Tests Doing Their Job?mentioning

confidence: 99%

Should standardized testing define our profession?

Borden-King¹,

Gamas²,

Hintz³

et al. 2020

Phi Delta Kappan

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Accreditation agencies and organizations calling for higher academic standards in the teaching profession have called for increasing minimum grade point averages and scores on standardized tests. However, it’s not clear that these requirements actually improve teaching. Lisa Borden-King, Warren Gamas, Kathy Hintz, and Chelsie Hultz researched whether teacher candidates’ scores on the Core Academic Skills Tests for Educators or their grade point averages correlated with scores on final student-teaching evaluations. They found no correlation between test scores and GPAs and how well teacher candidates performed as student teachers. They propose that, instead of focusing on standardized tests as admission criteria, teacher education programs should incorporate more clinical practice time, with opportunities for feedback that candidates can use to improve their teaching or decide not to enter the profession.

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“…In the current climate of policy in the US, the management tools of teacher preparation are accreditation requirements, state teacher preparation standards, and licensure testing (Cochran-Smith et al., 2016). These particular mechanisms reached new breadth with President George W Bush’s administration’s 2001 iteration of the Elementary and Secondary Education Act, No Child Left Behind (NCLB).…”

Section: Accountability and Standardization In Teacher Educationmentioning

confidence: 99%

Performative enactments of teacher evaluation: Two preservice teachers and the edTPA

Kessler

2020

Policy Futures in Education

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Teacher preparation and preservice evaluation practices in the US have seen increasing influence from social efficiency and productivity logics. While analyses of the impacts of such neoliberal ascendancies are diverse and numerous, this article focuses closely on the impact of neoliberalism in preservice teacher evaluation and its impact on new teacher development. In particular, the teacher candidates who participated in this study shared their experiences with and perceptions of the edTPA, a relatively new, standardized portfolio licensure assessment published by Pearson, Inc. Analysis of qualitative case study data found that the regulatory influence of external surveillance created tensions with teacher candidates’ desire to learn and grow whilst completing their evaluation materials. Furthermore, analysis found that these candidates’ critical perspectives implicated their completion of evaluation materials. When more critical of neoliberal influences in evaluation policy, candidates’ materials were constructed in a performative manner.

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Teacher Quality and Teacher Education Policy

Cited by 31 publications

References 0 publications

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

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

Should standardized testing define our profession?

Performative enactments of teacher evaluation: Two preservice teachers and the edTPA

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