The Impacts of edTPA on P-20 Educational Systems

Autor/inn/en	Kuo, Nai-Cheng; Carroll, Stuart; Ammentorp, Louise; Anthony, Kenneth V.
Titel	The Impacts of edTPA on P-20 Educational Systems
Quelle	In: Critical Questions in Education, 11 (2020) 3, S.230-242 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-3607
Schlagwörter	Performance Based Assessment; Preservice Teachers; Teacher Evaluation; Privatization; Equal Education; Barriers; Access to Education; Elementary Secondary Education; Higher Education; Outcomes of Education; College School Cooperation; Student Teaching; Student Attitudes; Academic Freedom; Teacher Education Curriculum; Adoption (Ideas); Professionalism; Vermont; Mississippi; edTPA (Teacher Performance Assessment) + Suchen Sie Ihr Suchwort? Leistungsermittlung; Teacher appraisal; Lehrerbeurteilung; Privatisation; Privatisierung; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Teaching practice; Unterrichtspraxis; Schülerverhalten; Akademische Freiheit; Ideas; Ideenfindung; Professionalität
Abstract	Preparing high-quality teachers is supposed to be the responsibility of state Departments of Education and university teacher education programs, yet the mandated Teacher Performance Assessment (edTPA) is operated by Pearson, a private corporation. Standing on the frontline to implement edTPA, faculty have witnessed equity issues within the system that cause concern. Furthermore, faculty are essentially mandated to work for a private corporation. In this paper, we address the impacts of edTPA across p-20 education, including pilot studies of edTPA by university faculty across states to confront the privately copyrighted teacher performance assessments. We argue that allowing a private corporation to operate such an important assessment is against the value of U.S. public education, and has failed many capable teacher candidates. In conclusion, we provide recommendations for stakeholders to eliminate edTPA to ensure equitable access to high-quality education. (As Provided).
Anmerkungen	Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01