A Program's Early Implementation of a High Stakes Teacher Performance Assessment: Inquiry on Teacher Candidates

Autor/inn/en	Auslander, Susan Swars; Tanguay, Carla L.; Jones, Tisha R.
Titel	A Program's Early Implementation of a High Stakes Teacher Performance Assessment: Inquiry on Teacher Candidates
Quelle	In: Issues in Teacher Education, 30 (2021) 1-2, (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Performance Based Assessment; High Stakes Tests; Preservice Teachers; Preservice Teacher Education; Student Attitudes; Accountability; Teacher Effectiveness; Elementary School Teachers; Teacher Certification; Teacher Evaluation; Test Preparation; Student Teaching; edTPA (Teacher Performance Assessment) + Suchen Sie Ihr Suchwort? Leistungsermittlung; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher appraisal; Lehrerbeurteilung; Teaching practice; Unterrichtspraxis
Abstract	In response to increased accountability demands placed on teacher preparation programs across the United States, some programs are using standardized teacher performance assessments, such as edTPA. In our elementary teacher preparation program, a recent state mandate stipulated that teacher candidates had to successfully complete edTPA in order to receive teacher certification. This case study used mixed methods to examine teacher candidates' (N=30) experiences and views while engaging in the assessment. Preparation for edTPA was integrated in specific courses in the program. Data were collected through a survey and individual interviews, with the analysis showing the teacher candidates felt largely ready for and supported during the edTPA completion but did not view the assessment as a fair measure of teaching effectiveness or tend to believe it improved them as neophyte teachers. The findings illuminate concerns about edTPA's use and implications for the program that could be considerations for others using edTPA, including program and curricular refinements. (As Provided).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01