The edTPA in Wisconsin: For What Purpose and What Cost?

• In Event: Issues in Teacher Knowledge, Testing, and Licensure

Abstract

Some edTPA research suggests the additional expense and time may be contributing to Wisconsin’s teacher shortage and impedes efforts to diversify the state’s teaching corps (Umhoeher & Hauer, 2016). Research also suggests it has questionable psychometric properties (Gitomer, Martinez, & Battey, 2020). Additionally, little is known regarding the edTPA’s unique “value added” for predicting teachers’ classroom effectiveness. This proposal shares empirical, quantitative, state-wide research that examined two questions related to the state’s mandated edTPA policies: How does the edTPA impact the number of students who become teachers; and How well does it predict the effectiveness of new teachers? The four findings provide policy-makers the evidence needed to “correct entrenched injustices in and beyond our educational institutions” (AERA, 2020, p. 24).

Authors

• Barbara L. Bales, University of Wisconsin

• Curtis Jones, University of Wisconsin - Milwaukee