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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
The edTPA Assessment: Analysis and Lessons of Support for Teacher Candidates
Author(s): Yune Kim Tran, Amy Lynn Dee
Citation: Yune Kim Tran, Amy Lynn Dee, (2020) "The edTPA Assessment: Analysis and Lessons of Support for Teacher Candidates," Journal of Higher Education Theory and Practice, Vol. 20, ss. 5, pp. 70-82
Article Type: Research paper
Publisher: North American Business Press
Abstract:
The edTPA performance assessment came to fruition with the expectation that teacher candidates demonstrate the ability to plan, teach, assess, and reflect on practice. In an era of accreditation, assessment of those skills already take priority in teacher preparation programs, albeit using other tools. Challenges of the edTPA include finding resources; navigating directions that come in the form of lengthy handbooks; managing video equipment; and understanding a plethora of rubrics. We share our conclusions on several approaches for supporting candidates through the process while explicating the problems of succumbing to a nationalized and commercial protocol of evaluation.
