Evaluating Prospective Teachers: Testing the Predictive Validity of the edTPA. CEDR Working Paper. WP #2016-7

Autor/inn/en	Goldhaber, Dan; Cowan, James; Theobald, Roddy
Institution	Center for Education Data & Research (CEDR)
Titel	Evaluating Prospective Teachers: Testing the Predictive Validity of the edTPA. CEDR Working Paper. WP #2016-7
Quelle	(2016), (51 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Portfolio Assessment; Performance Based Assessment; Preservice Teachers; Predictive Validity; Longitudinal Studies; Teacher Effectiveness; Employment; Public School Teachers; Value Added Models; Mathematics Achievement; Reading Achievement; Hispanic Americans; Whites; Washington + Suchen Sie Ihr Suchwort? Portfoliobeurteilung; Leistungsermittlung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Dienstverhältnis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Hispanic; Hispanoamerikaner; White; Weißer
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. Additional tables are appended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11