Unstandardized Responses to a "Standardized" Test: The edTPA as Gatekeeper and Curriculum Change Agent

Autor/inn/en	Ledwell, Katherine; Oyler, Celia
Titel	Unstandardized Responses to a "Standardized" Test: The edTPA as Gatekeeper and Curriculum Change Agent
Quelle	In: Journal of Teacher Education, 67 (2016) 2, S.120-134 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487115624739
Schlagwörter	Standardized Tests; Teacher Evaluation; Performance Based Assessment; Program Implementation; Private Colleges; Teacher Certification; Semi Structured Interviews; Teacher Educators; Curriculum Development; Educational Change; Change Agents; Scores; Teaching Methods; Accountability; Educational Policy; Formative Evaluation; Summative Evaluation; Licensing Examinations (Professions); Data Analysis; Readiness + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Teacher appraisal; Lehrerbeurteilung; Leistungsermittlung; Privathochschule; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Verantwortung; Politics of education; Bildungspolitik; Auswertung
Abstract	We examine edTPA (a teacher performance assessment) implementation at one private university during the first year that our state required this exam for initial teaching certification. Using data from semi-structured interviews with 19 teacher educators from 12 programs as well as public information on edTPA pass rates, we explore whether the edTPA served its intended roles as a gatekeeper to the teaching profession and a catalyst for curriculum change. Although the edTPA did not serve as gatekeeper in our context, we did find a wide variety of consequential program-level gatekeeping practices. To explore the test's function as a curriculum improvement lever, we created weighted change scores to represent the range of edTPA-related curricular changes across 12 programs. We found a wide range of curricular responses to the edTPA, from marginalization of the assessment to deep edTPA integration in program coursework. Finally, we explore teacher educators' analyses of the edTPA as an instructional tool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01