Raising the Stakes: Objectifying Teaching in the edTPA and Danielson Rubrics

Clayton, Christine D.

doi:10.1057/978-1-137-56000-1_5

Cited by 3 publications

(1 citation statement)

References 23 publications

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“…Numerical rankings and scored rubrics may encourage this kind of thinking in teachers who may sense they “can become more than [they] were and be better than others — [they] can be ‘outstanding’, ‘successful’, ‘above the average’” (p.219). In this way, rubrics themselves can be discursive tools; they carry the authority to communicate values through what is included, what is excluded and how (Clayton, 2017), and what counts as good teaching. While others have noted that rubric-based evaluations and assessments can be particularly reductive (Flynn et al., 2015), more needs to be done to examine the intersection of such mechanisms on new teacher development.…”

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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Section: Accountability and Standardization In Teacher Educationmentioning

confidence: 99%