Locally Controlled Teaching Performance Assessment as Opportunity for Program and Candidate Learning

• In Event: Assessment

Abstract

In recent years, the use of teaching performance assessments (TPA) to measure candidate effectiveness have been questioned for multiple reasons, including the assessments’ costs and the potential barrier they create for candidates of underrepresented backgrounds. Yet pass rates for TPAs have been shown to be higher and to remain relatively stable across racial and ethnic groups than other teacher licensure exams. Other research suggests TPAs better measure candidates’ future success as educators than traditional licensure exams. Further, when implemented locally, data from TPAs may provide insights into program practices for teacher education faculty. Utilizing a self-study approach, this study aims to learn different stakeholders’ perspectives on a locally-controlled TPA and its role in supporting program improvement and candidate learning.

Author

• Juliet Michelsen Wahleithner, California State University - Fresno
  Presenting Author