Candidate and Program Characteristics Associated with EdTPA Performance. (3rd July 2019)

• Record Type: Journal Article
• Authors: Cash, Anne; Putman, S. Michael; Polly, Drew; Byker, Erik Jon
• Is Part Of: Action in teacher education. Volume 41:Number 3(2019)
• Page Start: 229
• Page End: 248
• Publication Date: 2019-07-03
• Subjects: Elementary teacher education -- performance assessment -- preservice teacher education; Teachers -- Training of -- United States -- Periodicals; 370.7110973
• DOI: 10.1080/01626620.2019.1600602
• Languages: English
• ISSNs: 0162-6620

Abstract

ABSTRACT: Educator preparation programs across the United States are increasingly adopting performance-based assessments, including edTPA, as a mechanism to measure candidates' development of the knowledge and skills necessary to enter the classroom upon program completion. Within this context, this investigation examined associations between elementary candidates' edTPA scores, background characteristics, preparation program features, and performance on practice tasks. EdTPA scores were collected for six cohorts of elementary teaching candidates, including 392 undergraduate and 115 graduate certificate candidates. Multiple imputation and ordinary least squares regression were used to assess associations. Better Grade Point Averages and performance on practice tasks were consistently associated with higher final edTPA scores for undergraduates. Perceived preparation from coursework predicted higher final edTPA scores in some cases. The results are discussed relative to their implications for identifying candidates who may require additional supports and for targeting program resources to supports that have the strongest associations with final scores.