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Implementing the edTPA—a National Performance-Based Assessment: Research on Concerns, Implications, and Impact
Fri, April 8, 12:00 to 1:30pm, Convention Center, Floor: Level One, Room 101Session Type: Structured Poster Session
Abstract
The edTPA has been seen as a foundation for a national assessment of preservice teacher performance. Across state contexts, variations are evident with respect to whether the assessment is used for certification or for program approval, the cut off scores used to signify a passing performance, and the timeline for implementation prior to scores becoming consequential. This structured poster session is comprised of eight edTPA inquiries using diverse methodologies (quantitative, qualitative, self-studies, and mixed methods) conducted by researchers from 11 institutions in three states. The studies examine experiences during high-stakes situations, in implementation periods prior to high-stakes adoption, and in contexts where programs have adopted edTPA use as an institutional policy rather than as a result of state-wide mandates.
Sub Unit
Chair
Papers
Evolution of edTPA's Tensions for Teaching Candidates in New York and Washington States - Kevin W. Meuwissen, University of Rochester; Jeffrey M. Choppin, University of Rochester; Hairong Shang-Butler, University of Rochester; Kathryn Cloonan, University of Rochester
What Does It Mean to Be Student-Centered? An Institutional Case Study of edTPA Implementation - Harriet R. Fayne, Lehman College - CUNY; Gaoyin Qian, Lehman College - CUNY
Statewide Implementation of edTPA in Preparation for High-Stakes Testing: A Mixed-Methods Study of the Concerns of edTPA Coordinators - Joyce E. Many, Georgia State University; Ruchi Bhatnagar, Georgia State University; Mary Ariail, Georgia State University; Carla Tanguay, Georgia State University; Morgin Jones Williams, Georgia State University; Clarice Thomas, Georgia State University; Judi Wilson, Georgia Regents University; Tamra W. Ogletree, The University of West Georgia; Karen Kurz, Berry College; Jihye Kim, Kennesaw State University; Susan Ophelia Cannon, Georgia State University; Shaneeka Favors, Georgia State University; Shannon Howrey, Georgia State University; Sohyun An, Kennesaw State University
Eating an Elephant: Impact, Implications, and Impressions of Implementing edTPA - Cynthia Bolton, Armstrong Atlantic State University; Kathleen Fabricant, Armstrong Atlantic State University; June Erskine, Armstrong Atlantic State University
Does Distance Matter? Preparing and Supporting Elementary Preservice Teachers Abroad for edTPA - Stacy Delacruz, Kennesaw State University
Program Alignment Considering edTPA: Process, Constraints, Affordances, and Results - Amy Heath, University of Georgia; Meghan E. Barnes, University of Georgia - Athens; William Fassbender, University of Georgia; Heidi Hadley, University of Georgia - Athens; Stephanie P Jones, University of Georgia; Margaret Ann Robbins, University of Georgia - Athens; Jennifer Bogdanich, University of Georgia
Identity Development of a Teacher Preparation Program in Response to edTPA - Karynne L M Kleine, Young Harris College; Sharon C Jackson, Young Harris College; Mark D Brunner, Young Harris College
edTPA Implementation: Impact of Faculty Familiarity With edTPA on Teacher Candidates' Experiences - Sharilyn Steadman, East Carolina University; Diana B. Lys, University of North Carolina - Chapel Hill; Elbert Maynard, East Carolina University