Illinois preservice music teachers’ perceptions of the high-stakes use and formative elements of the edTPA

edTPA;assessment;music education;licensure;policy

Helton, Benjamin C.

关键词: edTPA;    assessment;    music education;    licensure;    policy;   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/101575/HELTON-DISSERTATION-2018.pdf?sequence=1&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

Teacher portfolio assessments are required for licensure in some states, and an increasing number of states have adopted a nationally available portfolio assessment, the edTPA, for this purpose. Preservice music teachers may view mandatory requirements such as the edTPA as a consequential or “high-stakes” assessment. However, preservice music teachers may also view the edTPA’s authentic teaching tasks and reflective opportunities as formative exercises meant to contribute to their growth as teachers.The purpose of this study was to investigate preservice music teachers’ perceptions of the edTPA’s formative elements within its state-mandated use as a high-stakes assessment. Members of a convenience sample of Illinois preservice music teachers completed the same questionnaire at the beginning of student teaching (n = 46) and again after they completed their edTPA portfolios (n =32). Exploratory factor analyses of their responses showed two distinct perceptions of high-stakes use: readiness to teach through the edTPA and familiarity with the edTPA’s supportive resources and rubrics. Three formative perceptions of the edTPA requirement were also perceived: confidence in their instructional planning and adjustment, recognition of the edTPA’s possible contribution to their professional growth, and acknowledgement of the potential value of reflective practice through the edTPA. Preservice music teachers who agreed that the edTPA represented their readiness to teach also had similar perceptions about the formative elements like adjusting instruction and reflection. Conversely, those that disagreed that the edTPA represented their readiness to teach did not view its formative elements as contributing to their professional growth. These perceptions also changed over the course of the semester, but not substantially or consistently enough to suggest that preservice music teachers’ perceptions were changed as a result of completing the edTPA. Rather, whatever general opinions they had about the edTPA at the beginning of student teaching were likely confirmed by completing the portfolio. Long and short term suggestions were made for music teacher educators who must simultaneously help preservice music teachers pass the edTPA and question its appropriateness as a measure for music teacher readiness.