Major New Book on Teacher Performance Assessment Authored by Two D’Youville Professors
Buffalo, New York – January 19, 2017 – Two D’Youville faculty members are the editors of an important new book on teacher performance assessment (edTPA), a performance-based assessment designed by Pearson education and adopted by the New York State Education Department.
The book, edited by Dr. Julie H. Carter, associate professor and director of TESOL Education and Dr. Hilary A. Lochte, chair and professor of education, “provides multiple perspectives on the dual struggles that teacher educators currently face as they make sense of edTPA while preparing their pre-service teachers for this high stakes teacher exam,” according to reviews.
Titled Teacher Performance Assessment and Accountability Reforms: The Impacts of edTPA on Teaching and Schools, the 217-page hardcover and e-book is published by Palgrave Macmillan, a global academic and trade publisher. The first edition was released in early January 2017.
“The adoption of nationalized teacher performance exams has raised concerns about the influence of corporate interests in teacher education, the objectivity of nationalized teaching standards, and ultimately the overarching political and economic interest shaping the process, format, and nature of assessment itself,” the authors state.
Julie Carter says, "We hope the book reveals the challenges imposed by a specific national policy reform agenda and how that agenda impacts both teacher educators and aspiring teachers.” Hilary Lochte adds, “While we acknowledge that state teacher assessments do change over time, the edTPA imposes significant limitations to earnest efforts to prepare caring and effective teachers in our state and across the nation.
”Kevin Kumashiro, Dean of the School of Education at the University of San Francisco, who reviewed the book states: “This timely intervention pushes past the simplistic rhetoric that rationalizes high-stakes assessments for teachers. The authors raise troubling questions about validity, implementation, and impact of the edTPA and deepen the debate about the broader meanings of the particular ‘reform.’ This is essential reading for teacher education today.”
Dr. James P. Lalley, professor of education at D’Youville, contributed a chapter on the reliability of validity of edTPA to the publication.
Dr. Hilary A. Lochte