An Examination of the Watermark(TM) Educator Disposition Assessment Rubric

• In Event: Challenging Equity in Teacher Assessments and Curriculum: Exploring Race, Language, and Black Epistemologies in Educator Preparation

Abstract

We explore whether the Watermark(TM) Educator Disposition Assessment (EDA) is an equitable assessment for all teacher candidates regardless of race, faculty reasoning, and decision-making in implementing the EDA, using an explanatory mixed-methods design and a Critical Race/White Theory framework. Data: Assessment representing 650 discreet disposition assessments undertaken in 24 designated courses in five distinct educator preparation programs at a midsized Midwestern university. Chi-square analysis of Fall 2019–Fall 2021 archival data indicates a significant association between the students’ race and the average scores received, with marked disadvantages for minoritized teacher candidates. Through rubric item language analysis and faculty insights, the authors argue that WatermarkTM EDA reinforces dominant White and middle-class cultural values under the guise of objectivity.

Authors

• Regina J. Giraldo-Garcia, Ball State University

• Eva M. Zygmunt, Ball State University

• Kristin Cipollone, University at Buffalo - SUNY

• Sheron A. Fraser-Burgess, Ball State University

• Michael Takafor Ndemanu, Ball State University