Multiple Perspectives on the State-Mandated Implementation of a High-Stakes Performance Assessment for Preservice English Teacher Candidates

Kelly Chandler-Olcott, Sarah Fleming

Research output: Contribution to journalArticle

2 Scopus citations


Drawing on situated learning and communities of practice, this teacher-research study examined multiple stakeholders’ perspectives about the purpose, design, and inaugural implementation of the edTPA, a teacher performance assessment mandated for state certification. Participants included teacher candidates, mentor teachers, a field placement supervisor, and a teacher educator involved with one English education program. Data included edTPA-related documents, artifacts from a student-teaching seminar, and interviews. Findings indicated differences in perspective. Mentors had the most negative views and the least information about the assessment, as well as the most skepticism about its positioning within the state’s reform agenda. Candidates and the field supervisor identified benefits and concerns about the impact on student teaching. The teacher educator expressed anger and fear related to the new mandate but, over time, identified some aspects of the assessment aligning with past practice. Implications for research and practice are suggested.

Original languageEnglish (US)
Pages (from-to)22-38
Number of pages17
JournalAction in Teacher Education
Issue number1
StatePublished - Feb 1 2017



  • teacher education
  • teacher performance assessments
  • teacher research

ASJC Scopus subject areas

  • Education

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