Constellations of edTPA Data Use: Strategies for Educator Preparation Programs

Constellations of edTPA Data Use: Strategies for Educator Preparation Programs

Diana B. Lys (University of North Carolina at Chapel Hill, USA), Joy N. Stapleton (Winthrop University, USA), Kristen Cuthrell (East Carolina University, USA), Elizabeth A. Fogarty (University of Minnesota, USA) and Christina M. Tschida (East Carolina University, USA)
Copyright: © 2019 |Pages: 21
DOI: 10.4018/978-1-5225-8353-0.ch002
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As more educator preparation programs (EPPs) adopt edTPA as a teacher candidate performance assessment in their programs, a new set of robust and informational data emerges. As an educative assessment, performance assessment data can be used by EPPs in multiple ways. This chapter identifies five constellations of edTPA data use: teacher candidate readiness, curriculum revision, program assessment and accreditation, predictive validity, and continuous program improvement. Each constellation is rooted in both practice and research and provides strategies for how EPPs may leverage edTPA for multiple purposes within their programs.
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Developed by teacher educators and supported by the American Association of Colleges for Teacher Education, the edTPA has been rapidly adopted by EPP’s nationwide (Hutt, Gottlieb, & Cohen, 2018). edTPA is a teacher performance assessment portfolio with three tasks; planning, instruction, and assessment (SCALE, 2017a). In preparing the portfolio, teacher candidates--typically in their summative student teaching experience--design lesson plans, develop assessments, analyze student work, and reflect upon teaching practice in a series of 3-5 coordinated lessons. Each subject-specific portfolio is assessed by scorers trained by the operational partner, Pearson, yielding scores on 15 rubrics,1 the three tasks, and an overall score edTPA score.

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