Candidate and Program Characteristics Associated with EdTPA Performance

Autor/inn/en	Cash, Anne; Putman, S. Michael; Polly, Drew; Byker, Erik Jon
Titel	Candidate and Program Characteristics Associated with EdTPA Performance
Quelle	In: Action in Teacher Education, 41 (2019) 3, S.229-248 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cash, Anne) ORCID (Byker, Erik Jon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2019.1600602
Schlagwörter	Preservice Teachers; Performance Based Assessment; Preservice Teacher Education; Teacher Education Programs; Elementary School Teachers; College Students; Grade Point Average; Scores; Student Characteristics; Test Preparation; edTPA (Teacher Performance Assessment) + Suchen Sie Ihr Suchwort? Leistungsermittlung; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Collegestudent
Abstract	Educator preparation programs across the United States are increasingly adopting performance-based assessments, including edTPA, as a mechanism to measure candidates' development of the knowledge and skills necessary to enter the classroom upon program completion. Within this context, this investigation examined associations between elementary candidates' edTPA scores, background characteristics, preparation program features, and performance on practice tasks. EdTPA scores were collected for six cohorts of elementary teaching candidates, including 392 undergraduate and 115 graduate certificate candidates. Multiple imputation and ordinary least squares regression were used to assess associations. Better Grade Point Averages and performance on practice tasks were consistently associated with higher final edTPA scores for undergraduates. Perceived preparation from coursework predicted higher final edTPA scores in some cases. The results are discussed relative to their implications for identifying candidates who may require additional supports and for targeting program resources to supports that have the strongest associations with final scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01