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Reliability and Construct Validity of the edTPA for Music Education
Journal of Music Teacher Education Pub Date : 2021-04-15 , DOI: 10.1177/10570837211007859
Phillip M. Hash

The purpose of this study was to examine the psychometric quality of Educative Teacher Performance Assessment (edTPA) scores for 136 preservice music teachers at a Midwest university. I addressed the factor structure of the edTPA for music education, the extent to which the edTPA fits the one- and three-factor a priori models proposed by the test authors, and the reliability of edTPA scores awarded to music education students. Factor analysis did not support the a priori one-factor model around teacher readiness, or the three-factor model based on the edTPA tasks of Planning, Instruction, and Assessment. Internal consistency was acceptable for all rubrics together and for the Instruction task. However, estimates of interrater reliability fell substantially below those reported by test administrators. These findings indicate the need for revision of the edTPA for music education and call into question its continued use among music teacher candidates in its current form.



中文翻译:

edTPA在音乐教育中的可靠性和有效性

这项研究的目的是检查中西部大学136名职前音乐教师的教育教师绩效评估(edTPA)分数的心理计量质量。我讨论了edTPA用于音乐教育的因素结构,edTPA在多大程度上适合测试作者提出的一因素和三因素先验模型,以及授予音乐教育学生的edTPA分数的可靠性。因子分析不支持围绕教师准备程度的先验单因子模型,也不支持基于edTPA计划,指导和评估任务的三因子模型。内部一致性对于所有专栏和教学任务都是可以接受的。但是,对间可靠性的估计大大低于测试管理员报告的估计。

更新日期:2021-04-15
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