In this article, we analyze the edTPA as an instance of "performativity," as we argue that the edTPA is a "display" of quality for the purposes of incentive, control, attrition, and change. These displays are moments of productivity that boil down the complex act of teaching to a number, which can be audited by policy makers. Further, we argue that the edTPA is a "fabrication," a representation of a teaching practice that does not exist--an evaluative "simulacrum." Its purpose is to meet neoliberal accountability demands, not to represent the truth of teaching. Evaluation by external entities produces a performativity that is there simply to be judged within the audit culture. We outline concerns from scholarship and refute claims made by supporters of the assessment. Finally, we offer policy recommendations to the field.