Politics of policy: Assessing the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and edTPA

Emilie Mitescu Reagan, Thomas Schram, Kathryn McCurdy, Te-Hsin Chang, Carla M. Evans

Abstract


Summative performance assessments in teacher education, such as the Performance Assessment for California Teachers (PACT) and the edTPA, have been heralded through polices intended to enhance the quality of the teaching profession and raise its stature among other professions. However, the development and implementation of the PACT, and subsequently the edTPA, have not been without controversy and debate. The purpose of this article is to assess the implementation, impact, and evolution of the PACT and edTPA. To do so, we review the growing body of literature on the impact and implementation of the PACT and critically analyze the state policies surrounding the edTPA. We raise questions about the practical and policy implications of the PACT’s evolution, as a statewide assessment, to the edTPA, a nationally available assessment.


Keywords


preservice teacher education; teaching performance assessment; teacher certification/licensure; teacher accountability; educational reform; state policies

Full Text:

PDF


DOI: http://dx.doi.org/10.14507/epaa.24.2176

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM


Discussion




Contact EPAA//AAPE at Mary Lou Fulton Teachers College