Is the edTPA the Right Choice for Evaluating Teacher Readiness?

Parkes, Kelly A.; Powell, Sean Robert

doi:10.1080/10632913.2014.944964

Cited by 54 publications

(54 citation statements)

References 18 publications

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“…New teacher assessment regulations, including increased content testing and performance-based assessments, have been established for preservice teachers (American Association of Colleges for Teacher Education, n.d. ; Parkes & Powell, 2015; Sato, 2014). The increase in assessments has arguably encumbered preservice teachers by adding extra time and expense to the certification process.…”

Section: Evolution Of Teacher Certification Practicesmentioning

confidence: 99%

An Analysis of State Music Education Certification and Licensure Practices in the United States

May

Willie

Worthen

et al. 2017

Journal of Music Teacher Education

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Teacher certification and licensure practices for music educators vary by state. Enhancing music teacher educator knowledge of state music education certification and licensure practices can inform music teacher preparation and improve future music teacher quality. The purpose of this study was to compile relevant information for music educators about the certification practices of each of the United States and the District of Columbia as of January 2016, and to examine the commonalities and differences among the states’ policies. Results revealed a movement toward comprehensive certification for all grade levels and music subject areas. Researchers noted heightened accountability through increased testing requirements and the inclusion of teacher performance assessments.

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Section: Evolution Of Teacher Certification Practicesmentioning

confidence: 99%

An Analysis of State Music Education Certification and Licensure Practices in the United States

May

Willie

Worthen

et al. 2017

Journal of Music Teacher Education

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“…Music teacher educators generally support the use of performance assessments and comprehensive portfolios that are locally designed and scored, and the Society for Music Teacher Education (SMTE) recently argued for authentic assessment of preservice music teachers, while cautioning against current trends in high-stakes assessment practices. While high-stakes teacher performance assessments such as the edTPA are arguably more authentic, many scholars have raised concerns on test reliability and validity, administrative costs borne by students, loss of privacy, pass/fail rates among candidates of varied race and ethnicity, and potential negative impacts on the student teaching experience (Cochran-Smith, Piazza, & Power, 2013; Dover & Schultz, 2016; Dover, Schultz, Smith, & Duggan, 2015; Goldhaber, Cowan, & Theobald, 2016; Greenblatt & O’Hara, 2015; Madeloni & Gorlewski, 2013; Parkes & Powell, 2015; Sawchuk, 2013; SMTE, 2015; Soslau, Kotch-Jester, Jorlin & 2015). Some music teacher educators have gone so far as to specifically recommend against the use of high-stakes performance assessments as part of the licensure process (Parkes & Powell, 2015; SMTE, 2015).…”

mentioning

confidence: 99%

A Profile of High-Stakes Assessment Practices in Music Teacher Education

Prichard

2018

Journal of Music Teacher Education

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The purpose of this study was to identify and describe high-stakes assessment practices in the field of music teacher education. Furthermore, I sought to compare institutional capstone assessment practices with state licensure requirements. Research questions involved the status of high-stakes assessments of general, content, and pedagogical knowledge, as well as high-stakes teacher performance assessments (e.g., edTPA). Participants in this study included faculty representatives (N = 274) from National Association of Schools of Music–accredited music teacher education programs across all 50 states. The majority of participants indicated that preservice candidates were required to pass a test of general knowledge as a gatekeeper to acceptance into the music teacher licensure program, as well as a variety of other examinations prior to graduation. More than one half of participants reported that their institution required music teacher candidates to complete a teacher performance assessment (e.g., edTPA). Alignment between state and institution requirements was varied.

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“…One strident criticism that reflects on TPAs has been the operationalisation of their equivalent in the US, the edTPA, by a commercial entity, Pearson (Carter & Lochte, 2016;Dover & Schultz, 2016;Parkes & Powell, 2015). Charteris (2019) advises that this may be an example to be avoided in Australia.…”

Section: Literature Reviewmentioning

confidence: 99%

Implementing a Teaching Performance Assessment: An Australian Case Study

Buchanan¹,

Harb²,

Fitzgerald³

2020

AJTE

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This paper reports on the implementation of a Teaching Performance Assessment (TPA), a component of graduation recently introduced into the teaching workforce in Australia. The TPA typically requires graduates to demonstrate that they can plan, implement, assess and reflect on a series of lessons given to school students. This case study used grounded theory to analyse the initial implementation of a TPA at an Australian university, based on interviews, student focus groups, and a classroom readiness survey. We investigated the TPA's contribution to final-year pre-service teachers' learning and professional readiness. We conclude that the TPA, as a threshold task, is broadly beneficial to the profession and graduating teachers, and may strengthen professional bonds between schools and universities. We also warn of TPA-related fragilities and its potential to reinforce populist notions of 'teaching as telling' and to test surface-level quizknowledge to the exclusion of deeper, attitudinal learning outcomes.

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Is the edTPA the Right Choice for Evaluating Teacher Readiness?

Cited by 54 publications

References 18 publications

An Analysis of State Music Education Certification and Licensure Practices in the United States

An Analysis of State Music Education Certification and Licensure Practices in the United States

A Profile of High-Stakes Assessment Practices in Music Teacher Education

Implementing a Teaching Performance Assessment: An Australian Case Study

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