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High-Stakes Assessment in an Elementary Teacher Preparation Program: A Case Study of Multiple Stakeholders
- Source :
-
Teacher Development . 2021 25(3):366-388. - Publication Year :
- 2021
-
Abstract
- In response to increased accountability demands placed on teacher preparation programs across the US, some programs are using standardized teacher performance assessments, such as edTPA. A recent mandate for this study's elementary teacher preparation program is teacher candidates' successful completion of edTPA for teacher certification. A case study design explored the experiences and views of multiple stakeholders (instructors, supervisors, administrators, teacher candidates, and cooperating teachers, N = 60) as they engaged in edTPA. Data were collected via two surveys and individual interviews. The effects of edTPA were visible across the data in a variety of ways, as stakeholders found the assessment overwhelming, often taking precedence because of its high-stakes nature. Changes were questioned, as this program was already held in high regard and produced high-quality teachers prepared for urban school contexts. Analysis of the interview data revealed three themes: Assets of edTPA, edTPA-produced Changes, and Not a Fair Measure.
Details
- Language :
- English
- ISSN :
- 1366-4530
- Volume :
- 25
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Teacher Development
- Publication Type :
- Academic Journal
- Accession number :
- EJ1298400
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/13664530.2021.1915371