Is the edTPA a Portfolio Assessment?: Applying Academic Language in Teacher Education

Autor/in	Cronenberg, Stephanie
Titel	Is the edTPA a Portfolio Assessment?: Applying Academic Language in Teacher Education
Quelle	In: Arts Education Policy Review, 123 (2022) 2, S.70-83 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cronenberg, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2020.1793250
Schlagwörter	Performance Based Assessment; Preservice Teachers; Preservice Teacher Education; Art Education; Portfolio Assessment; Academic Language; High Stakes Tests; Summative Evaluation; Elementary Secondary Education; edTPA (Teacher Performance Assessment) + Suchen Sie Ihr Suchwort? Leistungsermittlung; Lehramtsstudiengang; Lehrerausbildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Portfoliobeurteilung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache
Abstract	The appropriate use of academic language demonstrates a learner's understanding of discipline specific--arts or education--knowledge. Educators are responsible for ensuring that learners acquire and correctly apply academic language in context. Entrance into the teaching profession requires teacher candidates to develop facility with the academic discourse of teaching and learning; however, when academic language is misused in ways impacting teacher candidates, confusion may occur. In the evaluation of teachers and teacher candidates, academic language such as teacher performance assessment (TPA), portfolio, and authentic assessment are often employed to describe an ideal form of assessment that captures the in-context nature of the teaching profession. The purpose of this paper is to critically examine this language, in particular the characteristics and definition(s) of portfolio assessment, and to consider the appropriate descriptor of the edTPA. Although the edTPA is often referred to as a portfolio, referring to this high-stakes, summative assessment as a portfolio may mislead teacher candidates given their emerging understandings of educational academic language. Based on the analysis presented in this paper, the edTPA is a TPA that most closely resembles a credentialing portfolio, rather than a learning portfolio, but lacks crucial qualities necessary for an authentic assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01