Investigating the Authenticity of the edTPA

• In Event: 63.052 - Reclaiming Teacher Performance Assessment: Findings From the New York edTPA Alternative Scoring Consortium

Abstract

New York State is one of the forerunners in implementing the edTPA as a required standardized performance assessment for teacher certification. This test, distributed and administered by Pearson, Inc., has many implications for teacher education and the future of the profession. With this in mind, a group of teacher educators formed The New York edTPA Alternative Scoring Consortium (NYEASC) to collaborate on a participatory action research project to analyze the Pearson assessment and rubric and generate and pilot an alternative scoring procedure and tool using portfolios from institutions in the consortium.

Objectives or purposes of paper
The research will look at the perspectives of the Pearson/SCALE and alternative scoring on the purpose of the edTPA itself and work to answer the questions: What is the definition of "performance" by each scoring group? What types of teaching practice are being privileged by the current scoring and how this is being considered by teacher educators crafting an alternative scoring rubric? The research will look at how these questions influence the authenticity of the portfolio in terms of being representative of the teacher candidate's daily work and then explore: If the edTPA stands for Educative Teacher Performance Assessment is it educative, and is it truly assessing teacher performance?

Perspectives or theoretical framework
This paper will use a Foucauldian framework in investigating what is privileged by the current "regime of truth" as represented on the edTPA. From this, the paper will describe authenticity as a frame for theorizing the edTPA. The paper will also explore the struggle over power among various stakeholders in the scoring of the edTPA including Pearson/SCALE, teacher educators, teacher candidates, and policy makers.

Methods, techniques, or modes of inquiry
The data will be collected using a participatory action research project by faculty from 11 public and private teacher education programs across New York State who collaborated to develop and implement an alternative scoring tool and protocol.

Data sources, evidence, objects, or materials
Data for the research questions will be gathered using information from a review of the literature, participation in the action participatory research project, and additional discussions with consortium participants.

Results and/or substantiated conclusions or warrants for arguments/points of view
This paper will highlight the similarities and differences in what Pearson/SCALE value in terms of the assessing and scoring teacher candidates for certification. Additionally, the authenticity of the assessment and challenges of creating a scoring rubric and portfolio that can capture the aspects of a well-rounded teacher candidate will be considered.

Scientific or scholarly significance of the study or work
This study will contribute to the literature in several ways. It will investigate the authenticity of teacher performance assessments and highlight ways teacher educators can reclaim their voice and position themselves as gatekeepers to the profession as opposed to private corporations who: (1) outsource the scoring to per diem workers who lack a local context of the teacher candidate's placement and experiences, and (2) do not provide educative feedback that furthers professional growth.

Author

• Deborah Greenblatt, City University of New York