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.

摘要

为响应全美对教师预备计划提出的问责制要求，一些计划正在使用标准化的教师绩效评估，例如edTPA。这项研究的基本教师预备计划的近期任务是，教师应聘者必须成功完成edTPA才能获得教师认证。案例研究设计探索了多个利益相关者（讲师，主管，管理员，应聘者和合作老师，N= 60），因为他们参与了edTPA。数据是通过两次调查和个人访谈收集的。edTPA的影响以多种方式在整个数据中可见，因为利益相关者发现评估不胜枚举，由于其高风险性，通常优先考虑。由于该计划已受到高度重视，并为城市学校环境做好了准备，因此产生了高素质的教师，因此人们对此提出了质疑。对采访数据的分析揭示了三个主题：edTPA的资产，edTPA产生的变更和不公平的衡量标准。