Abstract
The edTPA is rapidly being adopted by states as a high-stakes standardized assessment to earn initial teacher licensure.
This chapter reviews the current evidence about edTPA and its effects on teacher preparation—especially on institutions that focus on preparing to teach for social justice—and on teacher candidates in the states of Oregon and Washington. Specifically, it examines the effects of a high-stakes edTPA on candidates—both in costs and passing rates, on the kinds of K-12 teaching toward which edTPA is biased, and on teacher preparation programs, including use of staff and financial resources.
The evidence suggests that all programs will be changed in response to a high-stakes edTPA, and that it is very difficult to maintain a social justice focus in the process.
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Edmundson, J. (2017). The edTPA: High-Stakes Assessment Versus Social Justice Teaching in the Pacific Northwest. In: Carter, J., Lochte, H. (eds) Teacher Performance Assessment and Accountability Reforms. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-56000-1_8
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DOI: https://doi.org/10.1057/978-1-137-56000-1_8
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