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In-depth interviews and content analysis were used, with constant comparison guiding analysis. Findings indicate some impact: candidates broadened good teaching to include technical teaching practice, not only relational and dispositional elements. 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Warner  \nUniversity of Utah  \nUnited States  \nCitation: Warner, C. K. (2020) . Exploring candidate interaction with a high stakes teacher performance assessment: The KPTP and the Kansas laboratory. Education Policy Analysis Archives, 28(138). [https://doi.org/10.14507/epaa.28.5037](https://doi.org/10.14507/epaa.28.5037)  \nAbstract: This qualitative study explores the experiences of a cohort of pre-service teachers completing a high-stakes teacher performance assessment (HSTPA), the Kansas Performance Teaching Portfolio (KPTP), during their final year of teacher preparation. The inquiry asks whether the act of completing the assessment modified candidate conceptualizations of good teaching, and, if so, in what ways. Data were gathered via indepth interviews and content analysis, and data were analyzed via constant comparison. The study found that completing the KPTP was having some impact upon participant conceptions of good teaching, prodding them to broaden their understanding of the work of teachers to include not just dispositional and relational aspects of teaching, but elements of technical teaching practice. The article concludes with recommendations for policy, research, and practice.  \nKeywords: performance assessment; teacher education; teacher education policy; teacher portfolio assessments; teaching; teacher licensure assessments  \nExplorando la interacción del candidato con una evaluación de high stakes dedesempeño docente: El KPTP y el laboratorio de Kansas  \nResumen: Este estudio cualitativo explora las experiencias de una cohorte de maestros en formación que completaron una evaluación de high stakes de desempeño docente (HSTPA), el Kansas Performance Teaching Portfolio (KPTP), durante su último año de preparacióndocente. La investigación pregunta si el acto de completar la evaluación modificó las conceptualizaciones de los candidatos sobre una buena enseñanza y, de ser así, de qué manera. Los datos se recopilaron mediante entrevistas en profundidad y análisis decontenido, y los datos se analizaron mediante una comparación constante. El estudioencontró que completar el KPTP estaba teniendo algún impacto en las concepciones delos participantes sobre la buena enseñanza, incitándolos a ampliar su comprensión del trabajo de los maestros para incluir no solo los aspectos disposicionales y relacionales de la enseñanza, sino también elementos de la práctica técnica de la enseñanza. El artículoconcluye con recomendaciones de política, investigación y práctica.  \nPalabras-clave: evaluación del desempeño; formación docente; política de formacióndocente; evaluaciones del portafolio de maestros; enseñanza; evaluaciones de licenciatura de maestros  \nExplorando a interação do candidato com uma avaliação de high stakes dedesempenho do professor: O KPTP e o laboratório do Kansas  \nResumo: Este estudo qualitativo explora as experiências de uma coorte de professores em formação que completam uma avaliação de high stakes de desempenho do professor (HSTPA), o Kansas Performance Teaching Portfolio (KPTP), durante seu último ano de preparação de professores. A investigação pergunta se o ato de completar a avaliação modificou as conceituações do candidato de bom ensino e, em caso afirmativo, de que maneiras. Os dados foram coletados por meio de entrevistas em profundidade e análise de conteúdo, e os dados foram analisados por meio de comparação constante. O estudodescobriu que a conclusão do KPTP estava tendo algum impacto sobre as concepções dos participantes de bom ensino, estimulando-os a ampliar sua compreensão do trabalho dos professores para incluir não apenas aspectos disposicionais e relacionais do ensino, mas ele","cbCaiqdPKlPdoS4b","https://ap.wps.com/l/cbCaiqdPKlPdoS4b","pdf",501950,29,"English","# Abstract\n# Introduction\n## States-as-laboratories metaphor and education policy\n## High-stakes teacher performance assessments (HSTPAs)","[{\"question\":\"What is the study’s main focus regarding the KPTP?\",\"answer\":\"The study explores pre-service teachers’ experiences completing the KPTP and whether it reshaped their understanding of good teaching.\"},{\"question\":\"How were data collected and analyzed?\",\"answer\":\"Data were gathered through in-depth interviews and content analysis, then analyzed using constant comparison.\"},{\"question\":\"What changes did participants show after completing the KPTP?\",\"answer\":\"Completing the KPTP influenced participants to broaden good teaching to include technical teaching practice alongside dispositional and relational aspects.\"}]","Exploring Candidate Interaction with a High Stakes Teacher Performance Assessment - The KPTP and the Kansas Laboratory | PDF",1792093807,73]