High-Stakes Assessment in Elementary Education Teacher Preparation: Educators' Perceptions and Actions Resulting in Curriculum Change

Autor/in	Tanguay, Carla Lynn
Titel	High-Stakes Assessment in Elementary Education Teacher Preparation: Educators' Perceptions and Actions Resulting in Curriculum Change
Quelle	In: Education Policy Analysis Archives, 28 (2020) 53, (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tanguay, Carla Lynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Elementary School Teachers; Teacher Attitudes; Educational Change; Preservice Teachers; Performance Based Assessment; High Stakes Tests; Teaching Methods; Teacher Educators; Preservice Teacher Education; Teacher Certification; Educational Policy; Teacher Effectiveness; Curriculum Development; Georgia; edTPA (Teacher Performance Assessment) + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungsreform; Leistungsermittlung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Policy makers have begun requiring teacher performance assessments, such as edTPA®, with established validity and reliability in teacher education for certification, program approval, and/or accreditation (Darling-Hammond & Hyler, 2013). Proponents of edTPA argue that the measure is an authentic yet standardized way to assess candidate readiness for teaching and may be beneficial for program renewal and professionalization of the teaching force (Darling-Hammond, 2010; Wei & Pecheone, 2010). Others recognize unintended consequences of a single, standardized assessment which may narrow the curriculum (Kornfeld, Grady, Marker, & Ruddell, 2007); create tensions for teacher candidates who are learning and developing; (Meuwissen & Choppin, 2015); and overlook program values important for preparing candidates to teach in a global society (Sato, 2014). This case study uncovers teacher educators' perceptions of edTPA and their subsequent actions in response to a state mandate resulting in educative strategies to support their candidates, curriculum change, and lessons learned. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01