A case study of elementary teacher candidates’ preparation for a high stakes teacher performance assessment

2019 ◽  
Vol 23 (3) ◽  
pp. 269-291 ◽  
Author(s):  
Susan Swars Auslander ◽  
Stephanie Z. Smith ◽  
Marvin E. Smith ◽  
Kayla Myers
Keyword(s):  
Performance Assessment ◽  
Elementary Teacher ◽  
Teacher Candidates ◽  
Teacher Performance ◽  
High Stakes ◽  
Teacher Performance Assessment ◽  
Elementary Teacher Candidates

scholarly journals Teacher Candidates Perceptions of a Course Assignment Designed to Support a Teacher Performance Assessment

2018 ◽  
Vol 8 (2) ◽  
pp. 58 ◽  
Author(s):  
Carmen Sherry Brown
Keyword(s):  
Teacher Preparation ◽  
Performance Assessment ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Teacher Performance ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teacher Performance Assessment ◽  
Knowledge And Skills

To guide and support teacher candidates in developing the knowledge and skills they need in the classroom, teacher preparation programs must prepare students in acquiring the experience and expertise needed to demonstrate mastery of general knowledge in the specific subject or content area. In addition, teacher preparation programs must support candidates in maintaining knowledge of professional preparation and education competence that will guide student development. Therefore, faculty in teacher preparation programs are critical in supporting pre-service teachers in acquiring and developing the knowledge and skills in order to be effective and efficient in the classroom and to meet licensure requirements. To support the alignment of early childhood coursework in a teacher preparation program with a Teacher Performance Assessment (edTPA), the purpose of this study was to determine the efficacy of a redesigned course assignment that was intended to support the edTPA. The findings indicated that there are opportunities for candidates to develop their practice through course assignments that are aligned with the language and expectations of the edTPA.

scholarly journals Exploring candidate interaction with a high stakes teacher performance assessment: The KPTP and the Kansas laboratory

2020 ◽  
Vol 28 ◽  
pp. 138
Author(s):  
Connor K. Warner
Keyword(s):  
Performance Assessment ◽  
Teaching Practice ◽  
Teacher Performance ◽  
Policy Research ◽  
Good Teaching ◽  
High Stakes ◽  
Teacher Performance Assessment ◽  
Teaching Portfolio ◽  
Technical Teaching ◽  
Depth Interviews

This qualitative study explores the experiences of a cohort of pre-service teachers completing a high-stakes teacher performance assessment (HSTPA), the Kansas Performance Teaching Portfolio (KPTP), during their final year of teacher preparation. The inquiry asks whether the act of completing the assessment modified candidate conceptualizations of good teaching, and, if so, in what ways. Data were gathered via in-depth interviews and content analysis, and data were analyzed via constant comparison. The study found that completing the KPTP was having some impact upon participant conceptions of good teaching, prodding them to broaden their understanding of the work of teachers to include not just dispositional and relational aspects of teaching, but elements of technical teaching practice. The article concludes with recommendations for policy, research, and practice. 

Jack and Jill Went to Instill: Did the Educative Teacher Performance Assessment Cause Them to Falter?

2021 ◽  
pp. 1-8
Author(s):  
Deborah S. Baxter ◽  
Oleg A. Sinelnikov
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Performance Assessment ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Performance ◽  
Teacher Performance Assessment ◽  
Stimulated Recall ◽  
Multiple Case

Purpose: This study examined and deconstructed socialization experiences relative to the educative teacher performance assessment (edTPA) process of preservice teachers during their physical education (PE) teacher education program and induction year as a PE teacher. Method: Utilizing a multiple case study design, two PE teachers were purposefully selected and investigated from a PE teacher education program requiring a passing score on the edTPA. Interviews and stimulated recall sessions served as data sources. Results: The following themes were identified: (a) initial interactions and impetus for teaching—engaging and fun; (b) instruction in PE teacher education—learning a ton; (c) internship—gauging, I’m stunned; (d) implementation of edTPA—raging, I’m done; and (e) induction—waging has begun. Discussion/Conclusions: Although participants in this study were able to note several positives of the assessment, a majority of the findings corroborate previous research suggesting that edTPA may serve as a subtractive experience for PE preservice teachers.

PETE Faculty’s Perspectives of edTPA: The Range of Change

2020 ◽  
pp. 1-8
Author(s):  
Deborah S. Baxter ◽  
Oleg A. Sinelnikov
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Performance Assessment ◽  
Teacher Performance ◽  
Physical Education Teacher ◽  
High Stakes ◽  
Teacher Performance Assessment ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty

Purpose: The purpose of this study was to explore the extent of changes taking place within the context, structure, and culture of university physical education teacher education programs facilitating high-stakes educative Teacher Performance Assessment policy. Method: Utilizing a multiple-case study design framed by analytical dualism, eight physical education teacher education faculty from eight different programs who had direct involvement in the high-stakes educative Teacher Performance Assessment process were investigated. Data from semi-structured individual interviews, focus group interviews, and documents were interpretively analyzed. Results: Faculty reacted in three distinct ways to the process of change: prevailers, conceders, or exceeders. The process appeared to be based upon an implementation continuum from isolation to internalization. Discussion/Conclusions: University programs have a responsibility to prepare effective physical education teachers who use the best practices for teaching. It is imperative for physical education teacher education faculty to reflect upon the impetus and impact of changes made to their programs.

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

2019 ◽  
pp. 000283121989060 ◽  
Author(s):  
Drew H. Gitomer ◽  
José Felipe Martínez ◽  
Dan Battey ◽  
Nora E. Hyland
Keyword(s):  
Preservice Teachers ◽  
Performance Assessment ◽  
Teacher Performance ◽  
Reliability And Validity ◽  
Teaching Performance ◽  
Technical Quality ◽  
Technical Documentation ◽  
High Stakes ◽  
Preparation Programs ◽  
Teacher Performance Assessment

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.

scholarly journals Video Considerations for the World Language edTPA

2018 ◽  
pp. 7682-7691
Author(s):  
Elizabeth Goulette ◽  
Pete Swanson
Keyword(s):  
Performance Assessment ◽  
Effective Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Language Education ◽  
The United States ◽  
World Language ◽  
High Stakes ◽  
Highly Effective Teachers

For decades in the United States, teacher preparation has been both a political and social focus. The development of highly effective teachers is highly scrutinized and there is a new, nationally-reviewed teacher performance assessment, edTPA, which teacher candidates must pass in order to become certified in 36 states and the District of Columbia. Research shows that teacher candidates in World Language Education have the most difficulty in assessing teaching and learning. In this chapter, the authors outline edTPA and present considerations regarding the use of video in conjunction with the Integrated Performance Assessment as a means to improve novice teacher performance on this high-stakes assessment.

scholarly journals Video Considerations for the World Language edTPA

2019 ◽  
pp. 948-959
Author(s):  
Elizabeth Goulette ◽  
Pete Swanson
Keyword(s):  
Performance Assessment ◽  
Effective Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Language Education ◽  
The United States ◽  
World Language ◽  
High Stakes ◽  
Highly Effective Teachers

For decades in the United States, teacher preparation has been both a political and social focus. The development of highly effective teachers is highly scrutinized, and there is a new, nationally reviewed teacher performance assessment, edTPA, which teacher candidates must pass in order to become certified in 36 states and the District of Columbia. Research shows that teacher candidates in world language education have the most difficulty in assessing teaching and learning. In this chapter, the authors outline edTPA and present considerations regarding the use of video in conjunction with the integrated performance assessment as a means to improve novice teacher performance on this high-stakes assessment.

scholarly journals Investigating Science Teacher Candidates’ Assessment Practices Using Teacher Performance Assessment (edTPA)

2018 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
David Kimori
Keyword(s):  
Science Teacher ◽  
Performance Assessment ◽  
Teacher Candidates ◽  
Teacher Performance ◽  
Student Thinking ◽  
Assessment Practices ◽  
Teacher Performance Assessment ◽  
Individual Interviews ◽  
Performance Project ◽  
Science Classes

The emerging paradigm in assessment argues for teachers to assess student thinking, as opposed to factual recall, thus calling for alternative-performance, project, and portfolio-based assessments that align with constructivist and sociocultural views of learning (Resnick & Resnick, 1992; Shepard, 2000). In this study, three science teacher candidates’ experience in assessing students is documented. Data analysis was from open-prompt surveys, 15 Teacher Performance Assessment edTPA artifacts collected from the three teacher candidates, and individual interviews. Findings indicated that science teacher candidates made deliberate efforts in giving students feedback to guide their learning but they struggled with strategies that encourage students to appropriately use that feedback once given to them. We argue that broadening how teacher candidates analyze assessment and feedback given to students in science classes should not only indicate correct or incorrect responses, but also act as a guide for future learning and reveal students’ strengths.

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