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ERIC Number: EJ1222976
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-6620
EISSN: N/A
Candidate and Program Characteristics Associated with EdTPA Performance
Cash, Anne; Putman, S. Michael; Polly, Drew; Byker, Erik Jon
Action in Teacher Education, v41 n3 p229-248 2019
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: edTPA (Teacher Performance Assessment)
Grant or Contract Numbers: N/A