Communicative Learning Outcomes and World Language edTPA: Characteristics of High-Scoring Portfolios

Autor/inn/en	Swanson, Pete; Hildebrandt, Susan A.
Titel	Communicative Learning Outcomes and World Language edTPA: Characteristics of High-Scoring Portfolios
Quelle	In: Hispania, 100 (2017) 3, S.331-347 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
Schlagwörter	Portfolios (Background Materials); Outcomes of Education; Second Language Learning; Second Language Instruction; Accountability; Educational Policy; Teacher Education Programs; Language Teachers; Communicative Competence (Languages); Teaching Methods; Faculty Development; Spanish; Preservice Teachers; Scores; Performance Based Assessment; Tests; Teacher Certification; Georgia (Atlanta); Illinois + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Zweitsprachenerwerb; Fremdsprachenunterricht; Verantwortung; Politics of education; Bildungspolitik; Language teacher; Sprachunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Leistungsermittlung; Examination; Prüfung; Examen
Abstract	Teacher accountability continues to be at the forefront of educational policy in the United States, with the current focus on the Outcomes of K-12 teaching and teacher education (Cochran-Smith 2000). edTPA, a high-stakes assessment used in many states to make licensure or certification decisions, purports to measure those content-specific outcomes. This study investigated pre-service Spanish teachers' performance on the World Language edTPA as it relates to planning for instruction in a communicative context. Specifically, the five highest scoring edTPA portfolios from two large world language teacher education programs were examined, with a focus on their alignment with communicative language teaching approaches and Gronlund's (2004) criteria for articulating student learning outcomes. Results showed serious discrepancies among the candidates' learning outcomes, communicative language teaching approaches, and the spirit of the World Language edTPA. This research has implications for teacher preparation and professional development of beginning language teachers. (As Provided).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01