Date of Award

2019

Document Type

Doctoral Dissertation

Degree Name

Education, Ed.D.

Department

Education

First Advisor

Nicole C. Ralston

LC Subjects

Teachers--Rating of--Oregon; Academic achievement; Teacher effectiveness--Oregon

Abstract

Oregon student achievement continues to linger in the bottom of state rankings for assessment scores and graduation rates. Recent literature suggests that formative assessment and feedback are the most effective practices for improving student outcomes. Oregon has adopted the educative teacher performance assessment, or the edTPA which measures, among other abilities, teacher use of assessment practices. This mixed methods study explores the impact of the edTPA on the development of assessment practices of novice teachers by collecting data in two phases: an online survey and a one-on-one interview. The sample included 41 graduates of Oregon educator preparation programs from 2016, 2017, and 2018, and seven of the survey participants also participated in a follow-up interview. Through the data analysis four themes emerged: 1) novice teachers perceive that completing the edTPA had little to no impact on their current assessment practices, 2) novice teachers perceive that the edTPA was a waste of time or hindered the learning process for preservice teachers, 3) novice teachers did learn assessment practices, but from other sources, and 4) novice teachers interviewed for this study self-report the use best practices in assessment. The findings of this study indicate implications for pre-service teachers, educator preparation programs, and policymakers in Oregon and the need to further explore how to support the development of pre-service teachers’ assessment practices and effective implementation of the edTPA.

Comments

Copyright for this work is retained by the author.

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