Fulfilling our educative mission: A response to edTPA critique

Fulfilling our educative mission: A response to edTPA critique
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履行我们的教育使命：对 edTPA 批评的回应

DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Kendyll Stansbury
Kendyll Stansbury
中科院分区：
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文献类型：
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作者：
A. Whittaker;Raymond L. Pecheone;Kendyll Stansbury

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斯坦福大学评估、学习和公平中心 (SCALE) 在本期特刊中对手稿进行了评论，回应了对 edTPA 的批评，因为 edTPA 是一种缩小了课程范围、严重依赖学生学术写作技能并给教师候选人带来额外负担的评估。该评论强调了 edTPA 旨在如何加强教师候选人的教学，并为教育实施提供建议，以改善教师教育计划。
Stanford Center for Assessment, Learning, and Equity (SCALE) provides a commentary on the manuscripts in this special issue, responding to criticisms of edTPA as an assessment that narrows the curriculum, heavily relies on students’ academic writing skills, and creates additional burdens for teacher candidates. The commentary highlights how edTPA is intended to strengthen teacher candidates’ teaching and provides suggestions for educative implementation that could improve teacher education programs.