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The Dangerous Message Teacher Candidates Infer: “If the edTPA Does Not Assess It, I Don’t Have to Do It” by Elizabeth Soslau, Stephanie Kotch-Jester & Ann Jorlin — December 11, 2015As the edTPA quickly becomes the gold standard of teacher performance assessments, the field needs to reflect on what sense our candidates are making of the measure. In this commentary we share our candidates’ conclusions about what the edTPA measures well and less well, and the dangerous inferences they draw from these conclusions. Our aim is to alert teacher preparation programs that teacher candidates view the high stakes performance assessment as an exhaustive checklist of competencies, rather than one of many measures that assess different clusters of teaching skills. The field must counteract this erroneous conclusion and help candidates understand that there are critical competencies that fall outside the scope of the edTPA, which must be developed before being ready to practice. 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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- Elizabeth Soslau
University of Delaware
E-mail Author
ELIZABETH SOSLAU, PhD, is an assistant professor and field instructor at the University of Delaware.
- Stephanie Kotch-Jester
University of Delaware
E-mail Author
STEPHANIE KOTCH-JESTER, EdD, is a field instructor at the University of Delaware.
- Ann Jorlin
University of Delaware
E-mail Author
ANN JORLIN is a field instructor at the University of Delaware.
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