Evaluating Prospective Teachers
Testing the Predictive Validity of the edTPA
Dados Bibliográficos
| ID | 4309596 |
|---|---|
| Autores | Dan Goldhaber (0000-0003-4260-4040, CALDER, American Institutes for Research, Seattle, WA, USA), James Cowan (0000-0002-3131-1077, CALDER, American Institutes for Research, Seattle, WA, USA), Roddy Theobald (0000-0002-5479-4147, CALDER, American Institutes for Research, Seattle, WA, USA, autor correspondente) |
| Ano | 2017 |
| Volume | 68 |
| Fascículo | 4 |
| Páginas | 377-393 |
| Data de publicação | 2017-09-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editora | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487117702582 |
| OpenAlex | W2610234086 |
| Idioma | EN |
| Citações recebidas | 40 |
| Referências citadas | 23 |
We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly predictive of employment in the state's public teaching workforce, evidence on the relationship between edTPA scores and teaching effectiveness is more mixed. Specifically, continuous edTPA scores are a significant predictor of student mathematics achievement in some specifications, but when we consider that the edTPA is a binary screen of teaching effectiveness (i.e., pass/fail), we find that passing the edTPA is significantly predictive of teacher effectiveness in reading but not in mathematics. We also find that Hispanic candidates in Washington were more than 3 times more likely to fail the edTPA after it became consequential in the state than non-Hispanic White candidates
Developmental psychology · Mathematics education · Predictive validity · Psychometrics · Reading (process) · Teacher education · Test validity · Workforce · Psychology · Teacher Education and Assessments
Removing Barriers to WL Teacher Certification
Diversifying the Teaching Profession
What happens after edTPA
EdTPA implications for teacher education policy and practice
Exploring candidate interaction with a high stakes teacher performance assessment
Cultural sensemaking and the implementation of edTPA technological tools
The Struggle to Professionalize Teaching
A Critical Examination of Preservice Music Teachers’ Writing on the edTPA Portfolio
Assessing the Predictive Validity of the Massachusetts Candidate Assessment of Performance
The positioning of quality and expertise in initial teacher education
Core Practices and Philosophy of Education
Navigating Racialized Administrative Burdens in Teacher Licensure and Certification
Who is Watching? What Do They Want? A Foucauldian Analysis of Teacher Candidates’ Experiences with the edTPA
Should standardized testing define our profession
“Motivated To Teach, but Stressed Out by Teacher Education”
Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge
Teacher Candidate Tensions with the edTPA
A Within-Program Analysis of edTPA Score Reliability, Validity, and Utility
Quality’ at a cost
Y Todavía, We Are Still Being Tested”
Evidence-Based Teacher Preparation
University-district partnerships to improve field experiences
Trust the experts
Perception vs. reality
Winter is Coming
Teaching is Oppositional
The Evolution of the Secondary STEM Teacher Workforce's Characteristics and Qualifications in American High‐Need Schools Over Three Decades
Who Becomes a Teacher When Entry Requirements Are Reduced? An Analysis of Emergency Licenses in Massachusetts
Assessing Licensure Test Performance and Predictive Validity for Different Teacher Subgroups
Assessing the Assessment
Examining Clinical Teaching Observation Scores as a Measure of Preservice Teacher Quality
From Interest to Entry
Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations
Examining Diverse Perspectives of edTPA Policy Implementation Across States
Changing the Narrative on Diversifying the Teaching Workforce
Preservice Teachers' Skills to Identify Effective Teaching Interactions
The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation
What Data and Measures Should Inform Teacher Preparation? Reclaiming Accountability
A Framework for Improvement
Does Placement Predict Performance? Associations Between Student Teaching Environments and Candidates' Performance Assessment Scores
Teacher Preparation and Student Achievement
Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education
Value-added modeling
Training, Wages, and Sample Selection
Can You Recognize an Effective Teacher When You Recruit One?
Measuring the Impacts of Teachers I
Teacher credentials and student achievement
Teachers, Schools, and Academic Achievement
Can Teacher Quality Be Effectively Assessed? National Board Certification as a Signal of Effective Teaching
Race, Gender, and Teacher Testing
| Obras citantes distintas | 40 |
|---|---|
| Citações por ano | 5 |
| Intervalo de citações | 2018 - 2025 (8) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 39 |