A Critical Examination of Preservice Music Teachers' Writing on the edTPA Portfolio

Autor/inn/en	Wagoner, Cynthia L.; Juchniewicz, Jay
Titel	A Critical Examination of Preservice Music Teachers' Writing on the edTPA Portfolio
Quelle	In: Journal of Music Teacher Education, 31 (2021) 1, S.69-82 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wagoner, Cynthia L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/10570837211048407
Schlagwörter	Performance Based Assessment; Preservice Teachers; Writing Skills; Writing (Composition); Scores; Vocabulary; Portfolio Assessment; Music Teachers; Elementary Secondary Education; Correlation; edTPA (Teacher Performance Assessment) + Suchen Sie Ihr Suchwort? Leistungsermittlung; Writing skill; Schreibfertigkeit; Schreibübung; Wortschatz; Portfoliobeurteilung; Music; Teacher; Teachers; Musiklehrer; Korrelation
Abstract	The purpose of this study was to examine the relationship between participants' edTPA writing and edTPA portfolio scores. Specific questions included (a) Is there a relationship between overall word count and total score on the edTPA? (b) Are individual task commentary word counts associated with specific task scores and total edTPA scores? and (c) Is there a relationship between edTPA-specific vocabulary and total score on the edTPA? Written artifacts from 67 music education students who completed the K-12 Performing Arts edTPA Portfolio were collected over a 4-year period. Correlations between word counts and task and total scores were positive and of modest to moderate strength, as was the correlation between edTPA vocabulary word use and total scores. These findings are interpreted in relation to a national K-12 Performing Arts edTPA portfolio average score of 45 and existing edTPA policies affecting music teacher education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01