A Critical Analysis of Candidates' Writing on the edTPA Portfolio

• In Event: 43.055 - Evaluating Music Teaching and Assessing Music Learning

Abstract

The primary purpose of the current study is to examine writing of the edTPA as well as to explore previous reflective writing on potential success on the edTPA. Data collection involved the analysis of prior artifacts for 53 (N = 53) music education students. The researchers found that portfolios scoring at 45 or above averaged 9,878 words, compared to 8,410 words for portfolios scoring below 45. While no significant differences were found between the two groups (p > .14), a moderate correlation was found for all portfolios between word count and overall score (r = .55). The data initially suggests the more a student writes on the edTPA, the more likely it is they will obtain a higher score.

Authors

• Cynthia L Wagoner, East Carolina University

• Jay Juchniewicz, East Carolina University