High-stakes assessment in elementary education teacher preparation: Educators’ perceptions and actions resulting in curriculum change

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Abstract

Policy makers have begun requiring teacher performance assessments, such as edTPA®, with established validity and reliability in teacher education for certification, program approval, and/or accreditation (Darling-Hammond & Hyler, 2013). Proponents of edTPA argue that the measure is an authentic yet standardized way to assess candidate readiness for teaching and may be beneficial for program renewal and professionalization of the teaching force (Darling-Hammond, 2010; Wei & Pecheone, 2010). Others recognize unintended consequences of a single, standardized assessment which may narrow the curriculum (Kornfeld, Grady, Marker, & Ruddell, 2007); create tensions for teacher candidates who are learning and developing; (Meuwissen & Choppin, 2015); and overlook program values important for preparing candidates to teach in a global society (Sato, 2014). This case study uncovers teacher educators’ perceptions of edTPA and their subsequent actions in response to a state mandate resulting in educative strategies to support their candidates, curriculum change, and lessons learned.

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How to Cite
Tanguay, C. L. (2020). High-stakes assessment in elementary education teacher preparation: Educators’ perceptions and actions resulting in curriculum change. Education Policy Analysis Archives, 28, 53. https://doi.org/10.14507/epaa.28.4840
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Author Biography

Carla Lynn Tanguay, Georgia State University

Carla L. Tanguay is a Clinical Assistant Professor and Associate to the Dean for Clinical Practice at Georgia State University supporting teacher preparation programs and P-12 partnerships. She is the Department of Early Childhood & Elementary Education bachelor’s program coordinator including elementary education certification and special education/ ESOL concentrations. She serves on the Georgia edTPA Policy & Advisory committee. Her scholarly interests include teacher development, assessment, and educational-policy.