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Embracing the Controversy: edTPA, Corporate Influence, and the Cooptation of Teacher Education by Alison G. Dover, Brian D. Schultz, Katy Smith & Timothy J. Duggan — September 14, 2015This commentary examines recent controversies surrounding edTPA, a high-stakes, standardized teacher performance assessment (TPA), focusing on the complex relationships among TPA policy, scholarship, and profit. We argue that TPA mandates have outpaced the research base, thus illustrating the influence of an intensely lucrative educational marketplace. We conclude this essay with a call for independent, peer-reviewed scholarship regarding the validity, reliability, and impact of high-stakes, privatized, teacher performance assessment.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Alison G. Dover
Northeastern Illinois University
E-mail Author
ALISON G. DOVER, EdD, is Assistant Professor in the Department of Educational Inquiry & Curriculum Studies at Northeastern Illinois University.
- Brian D. Schultz
Northeastern Illinois University
E-mail Author
BRIAN D. SCHULTZ, PhD, is Professor and Chair of Educational Inquiry and Curriculum Studies at Northeastern Illinois University.
- Katy Smith
Northeastern Illinois University
E-mail Author
KATY SMITH, PhD, is Associate Professor of Educational Inquiry and Curriculum Studies and English at Northeastern Illinois University.
- Timothy J. Duggan
Northeastern Illinois University
E-mail Author
TIMOTHY J. DUGGAN, EdD, is Associate Professor of Educational Inquiry and Curriculum Studies at Northeastern Illinois University.
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