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ERIC Number: EJ1171719
Record Type: Journal
Publication Date: 2018-Mar-5
Pages: 20
Abstractor: As Provided
ISSN: EISSN-1068-2341
Fulfilling Our Educative Mission: A Response to edTPA Critique
Whittaker, Andrea; Pecheone, Raymond; Stansbury, Kendyll
Education Policy Analysis Archives, v26 n30 Mar 2018
Stanford Center for Assessment, Learning, and Equity (SCALE) provides a commentary on the manuscripts in this special issue, responding to criticisms of edTPA as an assessment that narrows the curriculum, heavily relies on students' academic writing skills, and creates additional burdens for teacher candidates. The commentary highlights how edTPA is intended to strengthen teacher candidates' teaching and provides suggestions for educative implementation that could improve teacher education programs.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A