Examining the Consequential Validity of edTPA: Perspectives of Preservice Teachers

• In Event: 35.078 - MTCC Roundtable Session 14
  In Roundtable Session: 35.078-4 - High Stakes, Suspect Scores: Teacher Quality and Performance Exams

Abstract

In this case study, we examine the consequential validity of using edTPA in a social justice-oriented, urban teacher preparation program. Our sixteen participants, who are primarily teacher candidates of color and who all passed edTPA, unanimously indicated edTPA increased mental and financial stress, which they linked to design elements including high stakes, standardization, and external scoring. Participants also argued edTPA is more about following procedures than supporting learning. Moreover, edTPA encouraged inequitable practices, including selecting curricula based on scoring procedures instead of student need. Overall, our analysis identifies proceduralism, high stakes, and external scoring as three fundamental design issues with edTPA and indicates there is not strong consequential validity evidence to support using edTPA during student teaching.

Authors

• Nadia Behizadeh, Georgia State University

• Adrian Neely, Georgia State University