Evaluating Prospective Teachers: Testing the Predictive Validity of the edTPA. Working Paper 157

Autor/inn/en	Goldhaber, Dan; Cowan, James; Theobald, Roddy
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Evaluating Prospective Teachers: Testing the Predictive Validity of the edTPA. Working Paper 157
Quelle	(2016), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Predictive Validity; Preservice Teachers; Student Evaluation; Program Validation; Educational Practices; Longitudinal Studies; Performance Based Assessment; Teacher Effectiveness; Employment Potential; Value Added Models; Accountability; Educational History; Data Analysis; Student Records; Predictor Variables; Washington + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Bildungspraxis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leistungsermittlung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Verantwortung; History of education; Bildungsgeschichte; Auswertung; Schülerakte; Prädiktor
Abstract	We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly predictive of employment in the state's public teaching workforce, evidence on the relationship between edTPA scores and teaching effectiveness is more mixed. Specifically, continuous edTPA scores are a significant predictor of student mathematics achievement in some specifications, but when we consider that the edTPA is a binary screen of teaching effectiveness (i.e., pass/fail), we find that passing the edTPA is significantly predictive of teacher effectiveness in reading but not in mathematics. We also find that Hispanic candidates in Washington were more than three times more likely to fail the edTPA after it became consequential in the state than non-Hispanic White candidates. Supplementary tables are appended. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01