Assessing the Assessment: Evidence of Reliability and Validity in the edTPA

Drew H. Gitomer; José Felipe Martínez; Dan Battey; Nora E. Hyland

doi:https://doi.org/10.3102/0002831219890608

Assessing the Assessment: Evidence of Reliability and Validity in the edTPA

Drew H. Gitomer, José Felipe Martínez, Dan Battey, Nora E. Hyland

Rutgers, The State University

Research output: Contribution to journal › Article › peer-review

14 Scopus citations

Abstract

The Educative Teacher Performance Assessment (edTPA) is a system of standardized portfolio assessments of teaching performance mandated for use by educator preparation programs in 18 states, and approved in 21 others, as part of initial certification for preservice teachers. Because of the high stakes involved for examinees, it is critical that the scores produced and resulting decisions are meaningful and meet robust standards of validity and technical quality for educational measurements. We examined the technical documentation of edTPA and raise serious concerns about scoring design, the reliability of the assessments, and the consequential impact on decisions about edTPA candidates. In light of these findings, we argue that the proposed and actual uses of the edTPA are currently unwarranted on technical grounds.

Original language	English (US)
Pages (from-to)	3-31
Number of pages	29
Journal	American Educational Research Journal
Volume	58
Issue number	1
DOIs	https://doi.org/10.3102/0002831219890608
State	Published - Feb 2021

ASJC Scopus subject areas

Education

Keywords

edTPA
teacher accountability
teacher education preparation
teaching performance assessment
validity

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https://doi.org/10.3102/0002831219890608

Cite this

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abstract = "The Educative Teacher Performance Assessment (edTPA) is a system of standardized portfolio assessments of teaching performance mandated for use by educator preparation programs in 18 states, and approved in 21 others, as part of initial certification for preservice teachers. Because of the high stakes involved for examinees, it is critical that the scores produced and resulting decisions are meaningful and meet robust standards of validity and technical quality for educational measurements. We examined the technical documentation of edTPA and raise serious concerns about scoring design, the reliability of the assessments, and the consequential impact on decisions about edTPA candidates. In light of these findings, we argue that the proposed and actual uses of the edTPA are currently unwarranted on technical grounds.",

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Assessing the Assessment: Evidence of Reliability and Validity in the edTPA

Abstract

ASJC Scopus subject areas

Keywords

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