High-Stakes Assessment in an Elementary Teacher Preparation Program: A Case Study of Multiple Stakeholders

ABSTRACT

In response to increased accountability demands placed on teacher preparation programs across the US, some programs are using standardized teacher performance assessments, such as edTPA. A recent mandate for this study’s elementary teacher preparation program is teacher candidates’ successful completion of edTPA for teacher certification. A case study design explored the experiences and views of multiple stakeholders (instructors, supervisors, administrators, teacher candidates, and cooperating teachers, N = 60) as they engaged in edTPA. Data were collected via two surveys and individual interviews. The effects of edTPA were visible across the data in a variety of ways, as stakeholders found the assessment overwhelming, often taking precedence because of its high-stakes nature. Changes were questioned, as this program was already held in high regard and produced high-quality teachers prepared for urban school contexts. Analysis of the interview data revealed three themes: Assets of edTPA, edTPA-produced Changes, and Not a Fair Measure.

KEYWORDS:

• Teacher preparation
• elementary teachers
• standardized teacher performance assessments
• edTPA

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Susan Swars Auslander

Susan Swars Auslander is an Associate Professor whose research interests include the study of elementary teacher change and learning during mathematics teacher education. She has recently focused on the development of Elementary Mathematics Specialists, particularly their mathematical knowledge for teaching and classroom practice.

Barbara Meyers

Barbara Meyers is an Emerita Associate Professor and former department chair. Her research focused on systems-level educational change and teacher development.

Carla Tanguay

Carla Tanguay is a Clinical Assistant Professor whose research interests include teacher candidate perceptions of teacher performance assessments, particularly their actions in response to a mandate during preparation. Currently she is investigating new teacher perceptions of their effectiveness during the induction years, considering preparation program and school supports.

Stephanie Z. Smith

Stephanie Z. Smith is an Associate Professor (Retired) and elementary mathematics teacher educator who served on the faculty of Georgia State University for 14 years. Her scholarly activities continue to focus on the learning and teaching of elementary mathematics with understanding.

Kayla D. Myers

Kayla D. Myers is Program Director for the National Science Foundation funded project Preparing, Supporting, and Retaining Elementary Mathematics Specialists in High-need Urban Schools. Her scholarly interests include elementary mathematics teacher education, elementary teachers’ pedagogical beliefs, and qualitative methodologies.