edTPA
• Standardized assessment is required for CAEP accreditation Why edTPA???
• Nationally available performance-based assessment used to measure new teachers’ ability to teach in their content area. • Assessment is designed with student learning and principles from research and theory • Includes a review of a teacher candidate’s authentic teaching materials as the culmination of a teaching and learning process Purpose
• The assessment systematically examines 1) planning, 2) instruction, and 3) student assessment • Evidence includes: lesson plans, instructional materials, student assignments and assessments, feedback on student work, unedited video recordings of instruction Content Specific and Performance Based
Cycle of Effective Teaching
• How often is a teacher candidate evaluated? • If the evaluation occurs during or following the student teaching semester, what if he or she does not receive a satisfactory score? • Is passing the edTPA tied to Indiana licensure? • What is the cost and how will this be charged to candidates? • How are candidate materials and videos maintained to ensure confidentiality? • Does this dictate our curriculum? Questions we have
• Preservice candidate impact on P-12 student lerning is evaluated through recurring formative assessments and in some standardized culminating assessment that includes explicit demonstration of P-12 student learning. EPP practices that integrate pre- and post-instruction P- 12 student learning into edTPA or the ETS pre-service portfolio are among examples. CAEP Requirements – Impact of P-12 Learning and Development
Praxis Performance Assessment for Teachers PPAT
• Developed by Educational Testing Service (ETS) in collaboration with teachers, university faculty, DOE personnel • Aligned with InTASC Standards • Provides opportunity to demo classroom application with CCSS • No content area specific rubrics About PPAT
Task Title Type Description Scoring • Formative Focuses on the beginning steps of a Locally evaluated by Task 1: teacher candidate’s practice faculty advisor Knowledge of students and the • Provides first steps for portfolio learning environment creation • Includes feedback from cooperating teacher • Focuses on specific standards for using Summative Centrally scored Task 2: data to inform instruction anonymously by Assessment and data collection to • Requires reflective analysis: what did I trained educators measure and inform student learning teach? What did they learn? How do I know? • Focuses on standards for classroom Summative Centrally scored Task 3: instruction, including the use of anonymously by Designing instruction for student technology to enhance instruction trained educators learning • Focuses on ability to use research-based Summative Centrally scored Task 4: instructional strategies and adapt anonymously by Implementing and analyzing instruction for individual needs trained educators instruction to promote student • Assesses a range of standards with some overlap from other tasks learning • Includes a 15-minute video submission • Reflects on overall teaching practice PPAT Four Tasks
edTPA Background from pilot testing
• More than 1,000 educators • 29 states and DC • More than 430 institutions of higher ed Development
• 650 teachers and teacher educators served as scorers for the 12,000+ candidates during the field testing • 20 hours of training required before able to serve as a scorer • Validation studies reported reliability range from .83-.92 Scoring
Tasks, Artifacts, and Rubrics
• Level 1 - the low end of the scoring spectrum, representing the knowledge and skills of a struggling candidate who is not ready to teach. • Level 2 - the knowledge and skills of a candidate who is possibly ready to teach. • Level 3 - the knowledge and skills of a candidate who is ready to teach. • Level 4 - candidate with a solid foundation of knowledge and skills for a beginning teacher. • Level 5 - the advanced skills and abilities of a candidate very well qualified and ready to teach. Rubrics
Sample Rubric
Pilot data
Mean Total Scores
Passing Scores
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