Abstract
This descriptive study looks at the correlations between Teacher Performance Assessment (edTPA) data and numerous program data points, including GPA, major GPA, and benchmark assignment scores, gathered in an Early Childhood Education (ECE) program. Previous studies have looked to correlate grade point average (GPA) with pre-service teacher performance; however, correlating students’ benchmark assessment scores and student performance on edTPA has not been attempted. This study looks to determine the relationships between overall GPA, major GPA (Early Childhood Education), and edTPA performance (overall score and task scores). Relationships were also investigated between program benchmark assessments (case study, family culture project, integrated investigation unit, student teaching evaluation) and edTPA performance (overall score and task scores). Findings suggest a relationship between overall GPA and edTPA overall score as well as GPA and individual edTPA task scores. In exploring benchmark assignments, correlations were found between the Integrated Investigation Unit and overall edTPA score and edTPA Task 1 and 3 scores.
Recommended Citation
Evans, Lesley A.; Kelly, Mary K.; Baldwin, Joni L.; and Arnold, Jackie M.
(2016)
"Candidate Success and edTPA: Looking at the Data,"
Mid-Western Educational Researcher: Vol. 28:
Iss.
2, Article 4.
Available at:
https://scholarworks.bgsu.edu/mwer/vol28/iss2/4
