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

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

Research output: Contribution to journalArticlepeer-review

11 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 languageEnglish (US)
Pages (from-to)3-31
Number of pages29
JournalAmerican Educational Research Journal
Volume58
Issue number1
DOIs
StatePublished - Feb 2021

All Science Journal Classification (ASJC) codes

  • Education

Keywords

  • edTPA
  • teacher accountability
  • teacher education preparation
  • teaching performance assessment
  • validity

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