Politics of policy: Assessing the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and edTPA

Abstract

Summative performance assessments in teacher education, such as the Performance Assessment for California Teachers (PACT) and the edTPA, have been heralded through polices intended to enhance the quality of the teaching profession and raise its stature among other professions. However, the development and implementation of the PACT, and subsequently the edTPA, have not been without controversy and Políticas de la política: La evaluación de la aplicación, impacto y evolución de la Evaluación de Desempeño de Maestros de California (PACT) y edTPA Resumen: Evaluaciones de desempeño sumativas en el área de formación docente, como la Evaluación de Desempeño de Maestros de California (PACT) y la edTPA, han sido promovidas como políticas destinadas a mejorar la calidad de la profesión docente y elevar sus prestigio profesional. Sin embargo, el desarrollo y la aplicación del PACT, y posteriormente edTPA, no han estado exentas de polémicas y debate. El propósito de este artículo es evaluar la aplicación, impacto y evolución del PACT y edTPA. Para ello, se revisa la literatura sobre el impacto y la aplicación del PACT y analizamos críticamente las políticas de Estado en torno a edTPA. Planteamos preguntas sobre la política y las implicaciones prácticas de la evolución de la PACT y edTPA. Palabras clave: formación docente de pregrado; enseñanza de evaluación del desempeño; certificación de maestros / licenciaturas; responsabilidad de los maestros; reforma educativa; políticas estatales Políticas da Política: avaliação da implementação, impacto e evolução da Avaliação de Desempenho para Professores da Califórnia (PACT) e edTPA Resumo: Avaliações de desempenho sumativas na área de formação de professores, como a Avaliação de Desempenho para Professores da Califórnia (PACT) e edTPA, têm sido promovidas como políticas que melhoram a qualidade da profissão docente e elevaram a posição profissional. No entanto, o desenvolvimento e implementação de PACT, e depois edTPA, não foram sem controvérsias e debates. O objetivo deste artigo é avaliar a implementação, o impacto e a evolução do PACT e edTPA. Avaliamos a literatura sobre o impacto e a execução de PACT e analisamos criticamente as políticas estatais ao redor edTPA. Se apresentam questões sobre as políticas e as implicações práticas da evolução do PACT e edTPA. Palavras-chave: ensino de professores na graduação; ensino de avaliação de desempenho; e certificação de professores ; responsabilidade do professor; reforma educacional; Políticas de Estado

Voices from student teachers in New York: The persistence of a subtractive experience of the edTPA as a licensure exam for initial certification

“…There is little ambiguity in the adopted policy: edTPA national cut scores were adopted with no phase-in period, mastery levels were identified to be reported publicly by institution, and, after just one year of field testing, the policy was implemented for all initial certification candidates. In contrast to other states with consequential policies but four years of field testing (Reagan, Schram, McCurdy, Chang, & Evans, 2016), New York's rapid implementation led to a series of subsequent regulations to establish a "safety net" for those who failed the edTPA, allowing candidates to take the previous standardized certification exam of pedagogical knowledge for up to four years after initial implementation. Although national edTPA results in 2015 show a pass rate of 71%, the national reporting is unreliable given that states set different cut scores (SCALE, 2016).…”

“…While New York's implementation has been regularly critiqued (Cochran-Smith et al, 2016;Reagan et al, 2016), it remains an important case for examining how the edTPA acts as an individual licensure exam. That distinction has real consequences for the profession, programs, and, particularly for those learning to teach.…”

Developing a Professional Performance Evaluation System for Pre-Service Automobile Repair Vocational High School Teachers in Taiwan

“…Thus, over the past two decades, major policy proposals for reforming teacher education have been proposed, piloted, and implemented at the local, state, and national levels. The proposed policies have enhanced accountability for teachers and improved the standards of teachers' performance [47]. In particular, a performance-based assessment of pre-service teachers is considered to be one of the policies clearly aimed at improving the quality of teaching and the advancement of other professional staffs in education [47].…”

Building a dangerous outpost in the Green Mountain State: A case study of educator preparation policymaking

“…In addition, since the assessment is administered by a private, for-profit company, there are concerns about the commercialization and marketing strategies being used to pressure states and programs to adopt the assessment (Au, 2013). As noted by Reagan, Schram, McCurdy, Chang, and Evans (2016), "the edTPA's inclusion of multiple actors outside of the profession raises questions about the extent to which the assessment is still close to the spirit of an 'assessment for educators, by educators'" (p. 17). Given the impact that these accountability initiatives will have on the field, it is important that teacher educators have a voice in the policymaking process.…”