Illinois Preservice Music Teachers' Perceptions of High-Stakes and Formative Elements of the edTPA

• In Event: Marriott Roundtable Session 32
  In Roundtable Session: Topics in Music Education Policy

Abstract

The purpose of this study was to investigate preservice music teachers’ perceptions of the edTPA’s formative elements within its state-mandated use as a high-stakes assessment. Members of a convenience sample of Illinois preservice music teachers completed the same questionnaire at the beginning of student teaching and again after completing the edTPA. Analyses of their responses showed two perceptions of high-stakes use and three formative perceptions of the edTPA. Further, those who thought the edTPA represented their readiness to teach also had similar perceptions about the formative elements. These perceptions also changed over the course of the semester, but not substantially or consistently enough to suggest that preservice music teachers’ perceptions were changed as a result of completing the edTPA.

Author

• Benjamin Charles Helton, Case Western Reserve University