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ERIC Number: EJ1205167
Record Type: Journal
Publication Date: 2019
Pages: 23
Abstractor: As Provided
ISSN: EISSN-2159-1474
Conflicting Perspectives: A Comparison of edTPA Objectives to Actual Experiences of Teacher Candidates and Educators in New York City Schools
Greenblatt, Deborah
Journal of Inquiry and Action in Education, v10 n1 p68-90 2019
The edTPA is a performance-based assessment of teacher candidates created by the Stanford Center for Assessment, Learning and Equity (SCALE) and nationally scored by Pearson Education. It is also promoted by American Association of Colleges of Teacher Educators (AACTE) as a "standards-based assessment." As of the spring of 2018, the edTPA is used as a requirement for program accreditation or teacher candidate certification or program completion in 18 states. This article analyzes the stated goals, objectives, and benefits made by SCALE and AACTE and compares them to data collected from interviews and open-ended questions in a with teacher candidates and teacher educators in New York City who were sharing about their experience with the edTPA. Overall, evidence from these participants does not support that the goals, objectives, and benefits of the [edTPA] are being met. In fact, in several instances, they are contradicted. Although this data is not meant to be generalizable, it brings up concerns that warrant consideration and future study. Since in many states the edTPA is a high-stakes test for certification in many states in the U.S., it is important to investigate if the intended outcomes are being met.
Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)