Threats to Validity in the edTPA Video Component

Choppin, Jeffrey; Meuwissen, Kevin W.

doi:10.1080/01626620.2016.1245638

Cited by 15 publications

(5 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…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). While candidates' performance on the edTPA has been positively associated with other common measures of teacher quality, such as GPA (Cash, Putman, Polly, & Byker, 2019; Evans, Kelly, Baldwin, & Arnold, 2016) and assessments of teachers' content knowledge (Goldhaber, Cowan, & Theobald, 2017), no previous study could be found which examined the relationship between the edTPA and the specialized type of teacher knowledge necessary for effective teaching, PCK (Shulman, 1986).…”

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

View full text Add to dashboard Cite

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.

show abstract

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

View full text Add to dashboard Cite

show abstract

“…5 In their “Limitations and Directions for Future Research” section, Kissau and Algozzine acknowledged that teaching performance on the edTPA is evaluated “based on a single 15‐minute video clip” (p. 131). In fact, a recent study has called into question the validity of the video component of the assessment (Choppin & Meuwissen, ). Further, anecdotal evidence by those researching the edTPA indicates that it is not uncommon for FL teacher candidates to receive high ratings despite the fact that they speak frequently in English (the students’ first language) in the videorecorded FL lessons that are submitted for evaluation (P. Swanson, personal communication, June 22, 2017).…”

Section: Content Knowledge Of Fl Teachers: Broaden or Compensate?mentioning

confidence: 99%

Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge

Glisan¹,

Donato²

2017

Foreign Language Annals

View full text Add to dashboard Cite

“…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

View full text Add to dashboard Cite

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.

show abstract

Threats to Validity in the edTPA Video Component

Cited by 15 publications

References 17 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

Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge

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

Contact Info

Product

Resources

About