Is the EdTPA the Right Choice for Evaluating Teacher Readiness?

Autor/inn/en	Parkes, Kelly A.; Powell, Sean R.
Titel	Is the EdTPA the Right Choice for Evaluating Teacher Readiness?
Quelle	In: Arts Education Policy Review, 116 (2015) 2, S.103-113 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2014.944964
Schlagwörter	Teacher Evaluation; Performance Based Assessment; Student Teacher Evaluation; Evaluation Methods; Alternative Assessment; Evaluation Problems; Test Reliability; Test Validity; Preservice Teacher Education; Art Education; Teacher Effectiveness; Predictive Validity; Cost Effectiveness; Evidence; Educational Practices; Career Readiness; Teacher Competency Testing + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Leistungsermittlung; Testreliabilität; Testvalidität; Lehramtsstudiengang; Lehrerausbildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Evidenz; Bildungspraxis
Abstract	The purpose of this article is to describe and analyze the edTPA, a performance assessment created by the Stanford Center for Assessment, Learning, and Equity (SCALE) and administered by Pearson, Inc., to assess the professional readiness of student teachers. We challenge claims made in support of using this assessment, specifically within the context of arts teacher preparation programs, and we address areas of immediate critical concern to make alternative recommendations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01