The Mismeasure of Educator Preparation: A Critique of Policy Narratives About Teacher Performance Assessment

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

Abstract

The paper reports on a study using content analysis and the Narrative Policy Framework to examine and compare the narratives underlying two Teacher Performance Assessments, the edTPA and the State Licensure Portfolio (SLP), a state-based assessment protocol. The findings demonstrate the dilemma of using a single quantifiable measure to assess a complex human phenomenon, in this case educator preparation. This dilemma represents the notion of mismeasurement described by Gould (1996). The authors provide a recommendation that scholars, teacher educators, and policymakers adopt a systems approach to educator preparation evaluation using critical evaluation of education practice (CEEP). The paper contributes to the field of teacher education by demonstrating the innovative use of narrative analysis for policy studies.

Authors

• David J. McGough, Northern Vermont University

• Barri E. Tinkler, Missouri State University

• Claudine Prairie Bedell, Saint Michael's College