Open AccessHigh-stakes assessment in elementary education teacher preparation: Educators’ perceptions and actions resulting in curriculum change
Author(s) -
Carla L. Tanguay
Publication year - 2020
Publication title -
education policy analysis archives
Language(s) - English
Resource type - Journals
ISSN - 1068-2341
DOI - 10.14507/epaa.28.4840
Subject(s) - curriculum , accreditation , certification , mandate , teacher education , alternative teacher certification , pedagogy , professionalization , psychology , mathematics education , medical education , sociology , political science , medicine , law
Policy makers have begun requiring teacher performance assessments, such as edTPA®, with established validity and reliability in teacher education for certification, program approval, and/or accreditation (Darling-Hammond & Hyler, 2013). Proponents of edTPA argue that the measure is an authentic yet standardized way to assess candidate readiness for teaching and may be beneficial for program renewal and professionalization of the teaching force (Darling-Hammond, 2010; Wei & Pecheone, 2010). Others recognize unintended consequences of a single, standardized assessment which may narrow the curriculum (Kornfeld, Grady, Marker, & Ruddell, 2007); create tensions for teacher candidates who are learning and developing; (Meuwissen & Choppin, 2015); and overlook program values important for preparing candidates to teach in a global society (Sato, 2014). This case study uncovers teacher educators’ perceptions of edTPA and their subsequent actions in response to a state mandate resulting in educative strategies to support their candidates, curriculum change, and lessons learned.