Trouble with the edTPA: Lessons Learned from a Narrative Self-Study

Autor/inn/en	Cronenberg, Stephanie; Harrison, Dorian; Korson, Stacey; Jones, Alexis; Murray-Everett, Natasha C.; Parrish, Michael; Johnston-Parsons, Marilyn
Titel	Trouble with the edTPA: Lessons Learned from a Narrative Self-Study
Quelle	In: Journal of Inquiry and Action in Education, 8 (2016) 1, S.109-134 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-1474
Schlagwörter	Performance Based Assessment; Portfolio Assessment; Preservice Teachers; Preservice Teacher Education; Test Preparation; Personal Narratives; Self Evaluation (Individuals); Teacher Educators; Graduate Students; School Personnel; Illinois (Urbana); Illinois (Champaign) + Suchen Sie Ihr Suchwort? Leistungsermittlung; Portfoliobeurteilung; Lehramtsstudiengang; Lehrerausbildung; Erlebniserzählung; Teacher education; Education; Lehrerbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulpersonal
Abstract	This paper is written by faculty, staff, and graduate students responsible for preparing a group of 100 elementary/middle school licensure students for the edTPA portfolio assessment. It is a narrative self-study analysis of our experiences doing so during the pilot year. The edTPA is a performance assessment that requires future teachers to plan, teach, assess, and reflect--all of which are at the heart of any teacher education program. We considered this performance assessment to have significant advantages over a multiple choice test and we debated for a year how best to implement it. Our plan was to integrate what students needed to know into our courses rather than to prepare them directly for the test. We approached this with a positive attitude but emerged with a skeptical one. The pressures we, and our students, experienced were unexpected as we unwillingly slid into a test preparation mode that appeared unavoidable. Instead of preparing students to be teachers, i.e., to plan, teach, assess and reflect we felt trapped by the practical realities of the test, i.e., doing things "the right way" in order to score well on the rubrics. This report uses narrative self-study methods to analyze the move from preparation for teaching to preparation for taking the test. (As Provided).
Anmerkungen	Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail: schoolofeducation@buffalostate.edu; Web site: http://digitalcommons.buffalostate.edu/jiae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01