Abstract
The edTPA is a performance-based assessment of teacher candidates created by the Stanford Center for Assessment, Learning and Equity (SCALE) and nationally scored by Pearson Education. It is also promoted by American Association of Colleges of Teacher Educators (AACTE) as a “standards-based assessment.” As of the spring of 2018, the edTPA is used as a requirement for program accreditation or teacher candidate certification or program completion in 18 states.
This article analyzes the stated goals, objectives, and benefits made by SCALE and AACTE and compares them to data collected from interviews and open-ended questions with teacher candidates and teacher educators in New York City who were sharing about their experience with the edTPA. Overall, evidence from these participants does not support that the goals, objectives, and benefits of the are being met. In fact, in several instances, they are contradicted. Although this data is not meant to be generalizable, it brings up concerns that warrant consideration and future study. Since in many states the edTPA is a high-stakes test for certification, it is important to investigate if the intended outcomes are being met.
Recommended Citation
Greenblatt, D. (2019). Conflicting Perspectives: a Comparison of edTPA Intended Outcomes to Actual Experiences of Teacher Candidates and Educators in New York City Schools. Journal of Inquiry and Action in Education, 10 (1). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol10/iss1/3
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