A Comparison of Teacher Performance Assessments in the Era of Accountability

• In Event: Examining the Impact of edTPA on Teacher Candidates’ Preparation

Abstract

This study contributes to national discussions about teacher performance assessments by comparing the edTPA to an earlier predicator of teacher effectiveness, the Renaissance Teacher Work Sample (RTWS). Specifically, we examine preservice teachers’ definitions of assessment after completing the RTWS or edTPA and the impact of undertaking either assessment on shaping a preservice teacher’s noticing skills in instructional decision-making. RTWS completers were more likely to define assessment as linear while edTPA completes tended towards cyclical descriptions. edTPA completers were also more likely to analyze student work samples with more depth.

Authors

• Victoria Kane Russell, University of Mary Washington

• Ellen Ballock, Gordon College