Evaluating Prospective Teachers: Testing the Predictive Validity of the EdTPA

Autor/inn/en	Goldhaber, Dan; Cowan, James; Theobald, Roddy
Titel	Evaluating Prospective Teachers: Testing the Predictive Validity of the EdTPA
Quelle	In: Journal of Teacher Education, 68 (2017) 4, S.377-393 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487117702582
Schlagwörter	Predictive Validity; Preservice Teachers; Preservice Teacher Education; Longitudinal Studies; Performance Based Assessment; Maximum Likelihood Statistics; Teacher Effectiveness; Value Added Models; Employment Potential; Evaluation Methods; Student Records; School Statistics; Teacher Certification; Testing Programs; Washington + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leistungsermittlung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Schülerakte
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01