Tensions Within Preservice Teachers' edTPA Experiences During Early Implementation in New York State

• In Event: 73.044 - The Politics of Policy and Teacher Assessment: Emerging Perspectives on edTPA

Abstract

Performance assessments of teaching arguably surpass paper-pencil exams as measures of contextualized, enacted practice, and as tools for delineating the complexities of teaching. Yet studies on the use of the Performance Assessment for California Teachers (PACT) for state certification reveal implementation challenges for teacher educators and teaching candidates. There is scant research on the impacts of edTPA, a high-stakes performance assessment required for certification in New York and Washington, because its use as a licensure requisite is so new. The purpose of this paper is to illuminate New York State edTPA completers’ experiences with and perspectives on the assessment, attending specifically to candidates’ interactions with the tensions of edTPA’s early implementation as a high-stakes assessment.

Authors

• Kevin W. Meuwissen, University of Rochester

• Jeffrey M. Choppin, University of Rochester

• Hairong Shang-Butler, University of Rochester

• Kathryn Cloonan, University of Rochester