Enhancing Teacher Candidates' Expectancy of Success to Support Them During the edTPA

• In Event: Assessment

Abstract

Previous research has demonstrated that an individual’s perceived expectation of success and their perceived value of a task are predictors on the individual’s task performance. Based on situated expectancy-value theory (SEVT), the relation between edTPA performance and teacher candidates' perceived expectation of success (ES) and their perceived level of subjective task value (STV) was examined using sequential mixed-methods. The edTPA performance of 334 teacher candidates was analyzed using a multiple regression analysis. The results indicated the candidate’s expectation of success significantly influenced their edTPA performance; the candidate’s subjective task value was not significant. Findings will be discussed in the context of evidence-based practices and supporting teacher candidates edTPA performance and consequential high-stakes assessment in teacher education.

Authors

• Stephanie L. Brennan, University of Tennessee - Chattanooga
  Presenting Author

• Amelia Adams Brown, University of Tennessee
  Presenting Author

• David Cihak, University of Tennessee
  Presenting Author